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...
| Main Author: | |
|---|---|
| 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 |
| _version_ | 1848835995771863040 |
|---|---|
| author | Kok,, Yan Jye. |
| author_facet | Kok,, Yan Jye. |
| author_sort | Kok,, Yan Jye. |
| building | UNIMAS Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-15T06:16:44Z |
| format | Final Year Project Report / IMRAD |
| id | unimas-6780 |
| institution | Universiti Malaysia Sarawak |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T06:16:44Z |
| publishDate | 2010 |
| publisher | Universiti Malaysia Sarawak, UNIMAS |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | unimas-67802023-09-27T03:26:49Z http://ir.unimas.my/id/eprint/6780/ Metacognitive self-regulation strategies on academic achievement among UNIMAS undergraduates Kok,, Yan Jye. LB Theory and practice of education LB1603 Secondary Education. High schools 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. Universiti Malaysia Sarawak, UNIMAS 2010 Final Year Project Report / IMRAD NonPeerReviewed text en http://ir.unimas.my/id/eprint/6780/1/Kok%20Yan%20Jye%20ft.pdf Kok,, Yan Jye. (2010) Metacognitive self-regulation strategies on academic achievement among UNIMAS undergraduates. [Final Year Project Report / IMRAD] (Unpublished) |
| spellingShingle | LB Theory and practice of education LB1603 Secondary Education. High schools Kok,, Yan Jye. Metacognitive self-regulation strategies on academic achievement among UNIMAS undergraduates |
| title | Metacognitive self-regulation strategies on academic achievement among UNIMAS undergraduates |
| title_full | Metacognitive self-regulation strategies on academic achievement among UNIMAS undergraduates |
| title_fullStr | Metacognitive self-regulation strategies on academic achievement among UNIMAS undergraduates |
| title_full_unstemmed | Metacognitive self-regulation strategies on academic achievement among UNIMAS undergraduates |
| title_short | Metacognitive self-regulation strategies on academic achievement among UNIMAS undergraduates |
| title_sort | metacognitive self-regulation strategies on academic achievement among unimas undergraduates |
| topic | LB Theory and practice of education LB1603 Secondary Education. High schools |
| url | http://ir.unimas.my/id/eprint/6780/ http://ir.unimas.my/id/eprint/6780/1/Kok%20Yan%20Jye%20ft.pdf |