Self-regulated learning of low performing college students in plane trigonometry


Br. Andrew Gonzalez FSC College of Education


Science Education

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Archival Material/Manuscript

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This study determined how low performing college students regulate their own learning in Plane Trigonometry class with the use of instructional module. It analyzed the nature of the students' self-regulated learning (SRL) processes in the light of Zimmerman's SRL model (1998). The set of data on SRL processes that were considered include the journal writing outputs of three students at the beginning and toward the end of the use of the instructional module. Interview and classroom observation were done to probe the SRL processes that were not reflected on students' journal. Based on the findings of the study, the following are drawn about the low performing college students: 1) They do not set goals in doing a task. 2) They are more oriented toward mere completion of the task. 3) They are hardly able to sustain effort and motivation during task performance. Moreover, they do not keep track of key indicators of performance and they also inaccurately self-monitor their progress. 4) They tend to actively avoid self-evaluation. These results entail the need for teachers to use instructional goals and feedback to present student monitoring. Moreover, learners must be provided with continuous evaluation information and occasions to self evaluate.



Study skills; College students—Psychology; Plane trigonometry—Study and teaching

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