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GOAL SETTING SELF-REGULATED LEARNING AS CORRELATE OF SENIOR SECONDARY SCHOOL TWO (S.S.2) STUDENTS’ INTEREST IN BIOLOGY
Abstract:
This study investigates the relationship between goal setting, self-regulated learning, and the interest of Senior Secondary School Two (S.S.2) students in biology. The aim is to explore the extent to which goal setting and self-regulated learning behaviors influence students' interest in biology at this educational level.
The study employs a quantitative research design, utilizing a questionnaire survey to collect data from a sample of S.S.2 students enrolled in biology classes. The participants' goal setting tendencies and self-regulated learning behaviors are measured using validated instruments, while their interest in biology is assessed through self-report measures. Statistical analyses, including correlation and regression, are conducted to examine the relationships between the variables.
The findings highlight a positive correlation between goal setting, self-regulated learning, and students' interest in biology. Results indicate that students who exhibit higher levels of goal setting and engage in effective self-regulated learning strategies tend to display increased interest in biology. Furthermore, specific components of self-regulated learning, such as self-monitoring, planning, and self-reflection, are found to be significant predictors of biology interest.
The implications of these findings suggest that fostering goal setting and self-regulated learning skills among S.S.2 students can positively impact their interest in biology. Educators and policymakers can utilize these insights to design interventions and instructional strategies that promote goal-oriented behaviors and self-regulated learning in biology classrooms. By emphasizing the importance of setting meaningful goals and providing opportunities for students to monitor and reflect on their learning process, educators can enhance students' motivation and engagement with biology.
Overall, this study contributes to the understanding of the factors influencing students' interest in biology, specifically focusing on the roles of goal setting and self-regulated learning. It reinforces the notion that students' intrinsic motivation and engagement in biology can be nurtured through the cultivation of goal-oriented behaviors and self-regulatory processes.
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