Analysis of primary school students' self-regulated learning in mastering higher order thinking skills in English subject

Abstract

This study examines self-regulation to master higher-order thinking skills in English languages among primary school students. The design used in this study is a quantitative approach with the sample of 327 year five students in Kluang district. Self-Regulation Questionnaire was adapted to be used in data collection. The data were analyzed using inferential statistic to answer the research questions. The result shows that forethought phase, performance phase and self-reflection phase are highly correlated. The t-test result shows that there is a significant difference between males and females where female students are more self-regulated compared to male students. As a conclusion, the students still need more practice and guidance in order to be a self-regulated learner in mastering higher-order thinking skills in English language.