IIARD International Institute of Academic Research and Development

International Journal of Education and Evaluation (IJEE )

E-ISSN 2489-0073
P-ISSN 2695-1940
VOL. 8 NO. 7 2022
DOI: https://doi.org/10.56201/ijee.v8.no7.2022.pg 50.64

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Using Achievement Goal Orientation and Self-Regulated Learning Strategy as Predictors of Academic Achievement in English Language Among the Secondary School Students’ in Anambra State, Nigeria

Emesi Kingsley Ekene, Anyanwu Adeline Nne, Ezenwosu Ngozi Elizabeth

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Abstract

Students’ achievement goal orientation and self-regulated learning strategies are strong indicators and facilitators of proactive learning. The study aimed to examine students’ achievement goal orientation, self-regulated learning strategy in predicting academic achievement in Anambra State. Four research questions and three null hypotheses guided the study. The study adopted a predictive correlational design. The population of the study comprised of 21,204 SS II students from which a sample of 630 was drawn. Multi-stage procedure was used to select the sample. Two standardized research instruments namely; Achievement Goal Orientation Questionnaire (AGOQ), and Motivated Strategies for Learning Questionnaire (MSLQ), as well as scores from students’ promotional examination were used for data collection. Cronbach’s alpha was used to determine the reliability of the items in the instruments. Reliability indices of 0.73, for mastery-approach, 0.71, for mastery- avoidance, 0.82, for performance-approach, 0.76, for performance-avoidance, 0.72 for work- avoidance, 0.64 for monitoring, 0.73 for planning, and 0.68 for self-regulating activity respectively were obtained. The overall reliability coefficient was 0.71 which shows that the instrument was reliable and good for the study. The standard multiple regression was used to analyze the collected data. The t-test for r, F-test and test of significance for ?, were used to test hypotheses at .05 level of significance. Findings showed that students’ achievement goal orientation and self-regulated learning scores yielded an adjusted R squared of .025. This implies that predictors accounted for about 2.5% of the variance scores in academic achievement in English language. Findings also revealed that the proportion of variance in academic achievement scores in English language explained by achievement goal orientation and self-regulated learning scores is statistically significant. Finally, it was recommended

keywords:

Achievement Goal Orientation, Self-regulated Learning Strategy, and Academic Achievement.

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