Student self-regulated learning in physics at a higher education institute

Abstract

This study aims to identify the level of self-regulated learning between high achieving and low achieving students in physics at a local university in Malaysia. This study involved the first and second year students of pure physics with a total of 70 students. The instrument used is the Self-Regulatory Strategy Inventory (SRSI). The student’s self-regulatory learning level was assessed based on self-regulated learning theory (SRL) with three constructs: management of learning and behavioral environment, acquiring and learning information, and controlling inappropriate behavior. In general, high achieving students show high mean scores in the SRSI but the difference is not significant. Nevertheless, self-regulated learning plays an important role for students in learning and achievement of physics.