Goal Setting Self-Regulated Learning as Correlate to Students’ Academic Performance in Secondary School Biological Concepts of Genetics, Rhesus Factor and Skeleton

Abstract

This study investigated on goal setting self-regulated learning as correlate to students’ academic performance in secondary school biological concepts of genetics, rhesus factor and skeleton in Onitsha north local government area of Anambra state. The design was correlational research type. The sample for the study was three hundred and thirty-two (332) Biology students (male: 146 and female: 186) drawn through stratified and simple random sampling techniques. two research questions and one hypothesis was raised to guide the study. The instruments used to elicit the relevant data were: A twenty item instrument questionnaire called Goal Setting Self-Regulated Learning (GSSRL) adapted from “Development and validation of an academic self-regulation scale for university students’ by Nasir (2013) and a twenty objective test called Biological Concepts Test of Genetics, Rhesus Factor and Skeleton (BCTGRFS) adapted from West African Examination Council (WAEC) past question from 2020-2022. The reliability of Goal Setting Self-Regulated Learning was tested using Cronbach alpha with coefficient value of .845 obtained while Biological Concepts Test of Genetics, Rhesus Factor and Skeleton was used the way it is because it is a standard test. Pearson’s Product Moment Correlation was used to answer research questions and test hypothesis at .05 level of significance. The results revealed that: there was a moderate positive relationship between students’ GSSRL and their academic performance in Biology. Hence, there is a significant difference in relationship between goal setting self-regulated learning and students’ academic performance in secondary school biological concepts of genetics, rhesus factor and skeleton. There exists a direct low positive relationship between male and female students’ academic performance in Biology concepts of genetics, rhesus factor and skeleton among secondary school students in Onitsha north local government area. From the findings it was recommended that teachers should be trained in skills to use materials within a critical gender framework, thus enabling students to study Biology materials critically from a gender perspective. Textbooks and other curricular materials should be critically evaluated for their gender inclusivity. Academic performance is not a gender issue, both genders should be encouraged to excel in academic achievement since equal opportunities is provided for both genders. Students should be discouraged from forming stereotyped towards certain subjects, because of their sexes. From the recommendation it was concluded that the correlation between students’ goal setting self-regulated learning strategy and their academic performance in Biology concepts of genetics, rhesus factor and skeleton was moderate positive. Hence, there was a significant relationship between goal setting self-regulated learning and students’ academic performance in secondary school biological concepts of genetics, rhesus factor and skeleton