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| dc.contributor.author | BIRHANU, CHEKOL | |
| dc.date.accessioned | 2017-08-23T03:50:34Z | |
| dc.date.available | 2017-08-23T03:50:34Z | |
| dc.date.issued | 2017-08-23 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7787 | |
| dc.description | A Thesis presented to the School of Graduate Studies In partial fulfillment of the requirements for the Degree of Master of Education in TEFL | en_US |
| dc.description.abstract | This study tried to investigate use of self-regulated learning strategies and English language students' academic achievement. Two variables of the research, that is, the use of SRL strategies as an independent variable and the resultant academic achievement as a dependent variable were treated. The participants of this study were Year I, Year II, and Year /ff English majoring regular students of Debre Markos University. A total of 68 male and 20 female students participated in the study. The participants were taken out of the whole group of the respective years, excepting those 30 students treated for the pilot study. Data were gathered through an adapted version of the Motivated Strategies for Learning Questionnaire (MSLQ) and document observation of students' cumulative grade point average (CGPA). In order to describe data collected through the questionnaire and the document, statistical procedures such as mean, standard deviation, Pearson product-moment correlation coefficient, Mann-Whitney tr-test, and one-way ANOVA were used. The findings of the study revealed that there is a statistically significant positive relationship between meta-cognitive learning strategies and academic achievement of the students (r = 0.367, p < 0.01, two- tailed), and between academic achievement and help seeking strategies(r =-0.221}.0ne-way ANOVA test results indicate that the differences among the number of students in the three academic achievement categories and the degree in the use of a particular form of self-regulated learning strategy was significant(F= 11.261, dJB = 2, dfw = 85, p < 0. 05, two- tailed) overall mean differences among the high (M=66.62, SD=6.466) medium (M=66.31, SD=10.057) and low (M=58.0, SD=6.823) achieving+students only in meta-cognitive self-regulated learning strategies. Accordingly, analyses of pair-wise comparisons of the three achievement categories using independent sample t-test revealed that there were significant mean differences between high achieving and low ... ' achieving students (t=5.067, p<0.05) and between medium and low achieving students in the use of meta- cognitive self-regulated learning strategies. Thus, high achieving students more than low achieving students, and medium achieving students more than low aching students tend to use meta- cognitive selj regulated learning strategies. However, low achieving students employed resource management learning strategies more frequently. On the other hand, Mann-Whitney U-test results of male and female students' use of self-regulated learning strategies portray that there is no statistically significant difference between male and female students in both meta-cognitive (U =612, p ~ 0.05, two- tailed) and resource manaqement (U =622, p ~ 0.05, two- tailed) learning strategies. | en_US |
| dc.subject | TEFL | en_US |
| dc.title | THE USE OF SELF-REGULATED LEARNING STRATEGIES AND ENGLISH LANGUAGE STUDENTS' ACADEMIC ACHIEVEMENT: THE CASE OF DEBRE MARKOS UNIVERSITY ENGLISH DEPARTMENT - STUD'ENTS | en_US |
| dc.type | Thesis | en_US |
