Transforming Pedagogy: Studying the Relationship between Students’ Self-Regulated Learning and Academic Achievement at Higher Education

Abstract

Recently an increasing focus has been observed on the learner-centred approaches for their role in preparing more independent and skilful graduates. Of these active learning styles, self-regulated learning has received greater attention in higher education. In this context, it is highly important to examine current state of self-regulated learning adopted by students, along with examining the gender differences and the nature of discipline in adopting self-regulated learning. Considering this situation, the prime objective of the study was to map the link between students' self-regulated learning and their academic achievement in their related disciplines, and on basis of their gender. Using the descriptive design, a quantitative survey was used to collect the data from 300 students of two public sector universities of Pakistan. A questionnaire was adopted to collect data from students to measure their level of adopted self-regulated learning and CGPA. Simple linear regression and t-test and ANOVA were applied to reach to certain results. Our findings rejected the main hypothesis that there is no impact of self-regulated learning on students’ academic achievement. Likewise, this study could not identify the difference in view of adopting self-regulated learning strategies by male and female students at higher education. However, in view of measuring SRL at faculty level, students from the faculty of science adopted self-regulated learning strategies to some extent. Next to concrete discussion in relation to these findings limitations and directions for future researches were stressed.