Metacognitive self-regulation strategies on academic achievement among UNIMAS undergraduates
This paper investigates the relationship between metacognitive self - regulation strategies (MSR) and academic achievement among Unimas undergraduates. Specifically, this study examines the relationship between subcomponents of MSR and UNIMAS s tuden...
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| Format: | Final Year Project Report / IMRAD |
| Language: | English |
| Published: |
Universiti Malaysia Sarawak, UNIMAS
2010
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/6780/ http://ir.unimas.my/id/eprint/6780/1/Kok%20Yan%20Jye%20ft.pdf |
| Summary: | This paper investigates the relationship between metacognitive self
-
regulation
strategies (MSR) and academic achievement among Unimas undergraduates.
Specifically, this study examines the relationship between subcomponents of MSR
and UNIMAS s
tudents’ Cumulative Grade Point Average (CGPA). The five
subcomponents of MSR are planning skills, information management strategies,
monitoring, debugging strategies and evaluation. Academic achievement is measured
based on the total average of overall ex
amination scores (CGPA). Ninety students
were randomly selected from Faculty of Cognitive Sciences and Human
Development (FCSHD) in UNIMAS to take part in this research. Data was collected
through a survey questionnaire which was adapted from Metacognive A
wareness
Inventory (MAI). The results showed that information management strategies,
monitoring skill, and debugging strategies were significantly and positively correlated
with academic achievement. Among the three significantly correlated pairs,
debuggin
g strategies have the highest degree of correlation with academic
achievement. However, planning skill and evaluation skill subcomponents of MSR
showed no significant relationship with academic achievement. It was also found that
there was no programme
-
lev
el difference between the data obtained from two sample
groups in terms of the deployment of self
-
regulation strategies. The findings also
showed that both CS and HRD students preferred to use information management
strategies to develop their learning abi
lity in order to achieve good results. This study
concluded that metacognition self
-
regulation strategies are important to be developed
among undergraduates to
facilitate their learning process at the university. |
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