JOURNAL
JOURNAL
JOURNAL
Abstract
This study aims to investigate the relationship between Self-Regulated Learning about
goal setting and task strategies; ascertain the level of students' academic performances in
distance learning; assess if there is a significant relationship between the student’s
academic performance and the self-regulated learning strategies. The research
participants were the 30 Grade 10 students, Section Taurus in Cagayan de Oro National
High School filled out the questionnaire of 20 items. The researcher's Self-made
questionnaire was validated through Cronbach Alpha and had two (2) dimensions: (a)
goal setting and (b) task strategies. The data was analyzed using a descriptive quantitative
correlational design. The relationship involving SRL and Grade Point Average (GPA) in
2nd semester of participants was examined using Pearson Product Moment of Correlation
where goal setting has (r= 0.189, p= 0.317>0.05), task strategies (r=0.156,
p=0.410>0.05). Results showed that students are indicated negative about self-regulated
learning strategies. The student's academic performance is rated as Outstanding and Very
Satisfactory. In conclusion, students did not use Self-Regulated Learning Strategies, yet
still achieved high grades, suggesting that these strategies may not significantly impact
academic performance. However, students with a strong foundation of prior knowledge
may benefit from learning strategies to apply their knowledge effectively. The study
found no significant relationship between goal setting, task strategies, and academic
performance, indicating that Self-regulated learning strategies may not affect the
students’ academic performance.
strategies
2
Contents
Page
Title Page…………………………………………………………………………………
Approval
Sheet………………………………………………………………………......2
Certificate of Originality…………………………………………………………………3
Abstract…………..………………………………………………………………………4
Acknowledgement...…………………………………………………………………….5
Dedication………………………………………………………………………………..6
Content…………………………………………………………………………………...7
3
Tables…………………………………………………………………………………....9
Figures….............................................................................................................10
Introduction………………………………………………………………………..11
Conceptual Framework of the
Study…………………………………………….15
Statement of the Problem…………………………………………………………
17
Significance of the
Study………………………………………………………….18
Scope and Limitation of the
Study……………………………………………….19
Definition of
Terms………………………………………………………………...19
Chapter 2 Literature Review
Related Literature and Studies in Local Setting.……………….….………….20
Goal Setting……………………………………………………………………….20
Task Strategies…………………………………………………………………...21
Chapter 3 Methodology
Design………………………………………………………………………………25
Setting………………………………………………………………………………25
Locale Map…………………………………………………………………………
26
Respondents………………………………………………………………………27
Instrument …………………………………………………………………………27
Data Procedure …………………………………………………………………...27
Categorization of Variables………………………………………………………28
Statistical Treatment………………………………………………………………29
Chapter 4 Presentation, Analysis, and Interpretation of Data
Problem 1…………………………………………………………………………30
4
Problem 2…………………………………………………………………………34
Problem 3…………………………………………………………………………35
Problem 4…………………………………………………………………………36
Chapter 5 Summary, Findings, Conclusion, and Recommendation
Findings…………………………………………………………………………..40
Conclusions………………………………………………………………………41
Recommendations………………………………………………………………42
References……………………………………………………………………….43
Appendices
A. Letters of Request to Conduct the Study………………………………….48
C. Questionnaire………………………..……………………………………….50
Curriculum Vitae……………………………………………………………………...51
5
Tables
Figures
Chapter 1
between students and their teachers (Chin, 2020). As the result of the new
normal of the COVID-19 pandemic. Relevant adaptations and finding new ways
to cope with the new reality in the field of education are emerging (Chick et al.,
Today, learners have to actively get involved in planning their own learning
paths, setting their goals, using the best strategies to get to those goals,
monitoring their progress, reflecting upon their learning, and adapting accordingly
(Carter et al., 2020). Higher Education was heading toward the shift to distance
accelerated manner. Additionally, the higher education level where the distance
own learning and understands how to manage and control them. Learning
Distance Learning. In other words, individuals who take responsibility for their
are called Self-Regulated Learners. The setting of goals is one of the most
learning objectives and developing a plan to achieve them is part of the goal-
setting process. This strategy makes it easier for learners to focus and develop
Regulated Learning are essential. Learners can take charge of their learning
institutions are able to provide students with essential resources like study skills
or academic guidance. With the right strategies, learners can become more self-
sufficient in their learning and achieve their academic goals. furthermore, in order
for Learners to develop academic skills, and achieve success in school, they
of the key Self-Regulation Learning Strategies that students can make use of to
efficiently if they use effective task strategies. Moreover, it may help to increase
9
the independence of learners who take responsibility for their own academic
They will learn how to find the areas where they need improvement, as well as
develop efficient study habits that allow them to attain success in all aspects of
level, when studying becomes more intense and complex (Khiat, 2019). Effective
Learners must use appropriate strategies to ensure they can learn in this
setup. (Sulisworo et al., 2020) stressed that one of the factors that determine the
outcomes (Lim & Yeo, 2021). It means that students are self-directed to learn
environment can influence how pupils learn (Chen and Bonner, 2020). In
Learning is the ability to make correct assessments and choices of the various
not occurring naturally for most learners. In general, learners did not realize that
they needed to manage their learning given modular distance learning. They did
regulate these SRL strategies. This could begin by raising awareness of Self-
developing new skills as they monitor their progress, and adjust the way of
School-Junior High.
11
Conceptual Framework
This study was anchored on one of the theories in this field the Social
cognitive theory to predict the success and performance of individuals with about
individually controlled learning strategies. The researchers are likely to have tried
to find out how the principles of SCCT might be applied so that they can
understand and forecast individuals' success or failure at work. They may have
This study presents the conceptual framework to guide through the research
Self-Regulated Learning
Strategies (SRL)
Academic Performance
● Goal Setting
● Task Strategies
Figure 1
13
Schematic Diagram showing the interplay between the Independent and Dependent
Hypothesis
students in Cagayan de Oro National High School in the Second Semester of the
School Year 2022-2023. The finding of this study redounded to the benefit of the
following:
Teachers and Administrators. This study could help them determine the
distance learning. This may serve as their basis for evaluating the impact of the
SRL and help in assessing, designing, and making necessary changes that might
Parents. The result of the study could be used to help parents be aware of
Students. The result of this study could help the students be aware of the
consisted of goal setting and task strategies, while the dependent variable is the
Definition of Terms
To further understand the study, essential words, and concepts were defined:
Academic Performance. It refers to the final grade for 2nd semester School
Task Strategies. It refers to several plans and methods for performing some
tasks to deliver desired outcomes and accomplish the present task goal.
Chapter 2
Literature Review
This chapter presents the relevant literature and studies, national and
Goal Setting
Learning and learner performance. Goal setting helps individuals to make their
own efforts and track progress, by defining clearly and in concrete terms the
learned and setting achievable objectives. The results showed that the students’
impacts learning. It is much more likely that a student succeeds in the classroom
17
if he or she can pay attention, concentrate and activate his or her brain's process
The aim of mastery of goal setting was not only to study for the sake of
learning but also to add an objective that is aimed at making others' lives better
academic journey. It helps to motivate them to strive for higher achievement, stay
focused on their studies, and even encourages healthy competition among peers
(Sharer, 2023). Set specific and challenging goals that are aligned with your
learning objectives. These goals provide a clear direction and motivation for your
Task Strategies
Students who used more effective task strategies were more likely to
achieve their goals and perform well in the course. the student knows the
provided individuals with a clear direction and purpose according to Liu, L.,
distant learning module. In view of the fact that education is no longer confined to
the classroom, the role of the para teacher is taken over by parents and legal
guardians, who assist the children in their studies and ensure that they are
properly supervised. This type of learning facility is ideal for students who wish to
students learn subjects on their own through self-taught modules is one of the
most popular ways to deliver education in the Philippines. Moreover, students will
teaching, which means that students are using their own study material and other
About 22 million public school pupils in the Philippines will enroll in Module
At first, hostility was encountered with the new normal education and its variety of
studies even if they are affected by pandemics (OECD, 2020). It aims at helping
them to perform well in school, practice effective study techniques, and complete
students improve their methods and skills, they gain a better understanding of
module teaching techniques are designed to excite the students, increase their
interest in topics and teach relevant material whilst providing a higher level of
(Roque, 2022).
Tamil Nadu. Along the same line of research, Zhou et al. (2019) detected positive
strategies for Chinese students. Overall, Recent research has documented the
settings.
20
students may express and discuss their feelings and ideas about the learned
tasks freely, interact mutually with classmates on the learning tasks, set a
gradual target for themselves, and try ways to achieve them, undertake
manage, or regulate their own training process. This theory was proposed by
and applied in the field of education. Zimmerman state that “learners, rather than
which will lead the learners to adopt their way of studying and improve their
academic performance.
passive process but an active one. He suggests that learners should seek out
opportunities to engage with the material they are studying, whether through
thinking and problem-solving skills, which are essential for success in any field.
21
Chapter 3
Methodology
analysis that is relevant to the study. The methodologies will include areas such
Design
about the SRL of the respondents. For Academic Performance, data mining on
Setting
Street Nazareth, Cagayan de Oro. The school was established on; August 2,
1965, at the heart of City Central School at Velez Street. City High School
Figure 2
23
National High School-Junior High School, the School Year 2022-2023. Simple
random sampling through the fishbowl method was utilized to determine the
Instrument
Strategies for goal setting, task strategies, and academic performance. The
questionnaire was tried out to select respondents who were not part of the
population with similar characteristics to those of the respondents but who did not
participate in the study. This was validated research using Cronbach’s Alpha, a
standard test score reliability coefficient for single administration. This was to
ensure that the instrument was simple, meaningful, easily administered, and
Before the data gathering, a letter of request was presented to the Dean of
the study and administer the research instruments to the respondents. Once
permitted, a formal letter was sent to the Vice-President for final approval.
Finally, an appointment was arranged with the office of the principal of the
respective school to conduct the study. The identity of the respondents of this
mandated by the Inter-Agency Task Force (IATF), were observed. The direction
of each item was explained by the researcher thoroughly for the respondents to
Categorization Variables
To facilitate the interpretation gathered and analysis of the data, the following
was utilized:
Performance
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Poor
Statistical Treatment
Chapter 4
This chapter presents the results, analysis, and interpretation of data from
the answer to the questionnaires distributed to the field. The data were organized
into tables based on the specific questions stated in the researcher’s problem.
goal setting was identified by determining the mean and standard deviation.
Table 1
Verbal
Indicators Mean S. D
Interpretation
1. Setting standards for tasks/assignments in modular. 3.7 0.7 Evident
27
2. Setting short-term (daily or weekly) goals and long-term goals (monthly or for the
3.1 1.0 Moderately Evident
semester) in modular.
3. Keeping a high standard for learning in modular. 3.6 1.1 Evident
4. Setting goals to manage study time for modular. 3.8 0.8 Evident
5. Keeping the quality of work modular. 3.73 0.9 Evident
6. Setting priorities in order of importance and scheduling time. 3.9 1.1 Evident
7. Setting goals based on knowledge & learning outcomes. 3.8 1.0 Evident
8. Selecting learning content based on the flexibility of the learning goal setting. 3.33 0.961 Moderately Evident
9. I suitably adjust the lessons plan to meet the goals of the modules 3.43 1.072 Evident
10. Setting short-term goals in finishing homework & exercises. 3.4 1.162 Moderately Evident
Overall Mean 3.61 0.131 Evident
Note: 5= 4.21-5.00 Highly Evident 2= 1.81-2.60 Fairly Evident 4= 3.41-4.20 Evident 1= 1.00-1.80 Not Evident 3= 2.61-3.40 Moderately
Evident
Table 1 shows the participants' responses to goal setting. It can be seen that
indicator number six, "Setting priorities on the importance and schedule time",
obtained the highest M=3.96, SD= 1.15. Indicator number seven, "Set goals on
four, "Set goals to manage study time”, has M=3.83, SD=0.87. Indicator number
five, “Keeping the quality of work in modular”, has M = 3.73, SD= 0.90. Indicator
number one, "Setting standards for tasks/assignment” has M=3.73, SD= 0.78.
Indicator number three, "Keeping high standard for learning”, has an M=3.63,
SD= 1.12 Indicator number nine, "I suitably adjust the lessons plan to meet the
Furthermore, the data reveals that indicator number ten, “Setting short-term
goals in finishing homework & exercises", has M= 3.4, SD= 1.16, Indicator
number two, "Setting short-term (daily or weekly) goals and long-term goals
(monthly or for the semester) in modular" has an M= 3.17, SD= 1.09. Indicator
number eight, "Selecting learning content based on the flexibility of the learning
goal setting", has M=3.33, SD= 0.961 as these indicators got the low mean
28
rating. The overall mean of 3.61 signifies that the student is evident in goal
individual desires for their current or future lives Locke et al. (2019).
Moreover, Alessandri et al. (2020) showed that students’ self-set goals were
associated with higher academic performance if the goals were concrete and had
moderate difficulty. Similarly, Osuji et al. (2022) investigated the influence of goal
the universities of Port Harcourt. The findings revealed that goal setting
Additionally, Lin et al. (2019) stated that people who prioritize their time
knowledge and learning outcomes. Thus, However, Höchli & Brügger et al.
Table 2
questions 6 and 7. Most of them study in a place where they can concentrate
(M=4.33, SD= 1.13). They read and find the most important ideas (M=4.26,
starting points and try to develop ideas (M= 3.87, SD=0.86). They set goals in
fight against distractions” (M=3.56, SD= 1.07), and they make a list of essential
They take notes for modular because notes are even more critical for modular
different problems in modular and the assigned ones to master the course
Overall, the data indicated that students were involved in selecting personal
learning standards for learning goals. They also arranged their physical setting to
isolate and, or eliminate distractions. They used task strategies like reading aloud
the content and instructions, setting goals in directing activities, treating materials
as a starting point and developing ideas and making a list of essential items, and
memorizing.
According to Guthrie et al. (2018), task strategies in reading are the most
In addition, Ranellucci & MacDonald et al. (2020) stated that task strategies
of the problem at a time when complex problems are broken down into smaller,
information retention.
The study by Wong & Jones (2019) has consistently shown that using task
Table 3 shows the scale of the academic performance of the participants who
average grade of 1.5- 1.0 & 2.0-1.6 out of 30 covers 13% of the total population
has a Poor performance with a total average of 5.0. This indicates that the
ranging based on the school’s scoring guide between the average of 1.5 -1.0 &
Table 3
Year 2022-2023
Average
Range Frequency Academic Grade/ Percentage Description
Scale
90-100 11 1.5-1.0 36.6℅ Outstanding
85-89 11 2.0-1.6 36.6℅ Very Satisfactory
80-84 4 2.5-2.1 13.3℅ Satisfactory
75-79 3 3.0-2.6 10℅ Fairly Satisfactory
Below 75 1 5.0 3.3℅ Poor
32
Total 30 100℅
The result presented in Table 3 is related to the study of Li, j., Ye, H., and
Zhou. & Hu, X., (2018) the critical period of SRL development, the effect size of
SRL was gradually decreasing. SRL strategies may not increase the possibility of
some students, they should not be viewed as a solution for improving academic
performance.
Table 4
Self-Regulated
Academic
Learning r value p value Interpretation Decision
Performances
Strategies
Accept null
Goal Setting Academic Grade 0.189 0.317 Not Significant
hypothesis
Accept null
Task Strategies Academic Grade 0.156 0.410 Not Significant
hypothesis
Learning Strategies and Academic performance. The result shows that Self-
0.189 and p=0.317 > 0.05. Therefore, the null hypothesis is accepted for SRL
goal setting. In the same way, SRL and task strategies have r=0.156 and
p=0.410 > 0.05. Therefore, the null hypothesis was accepted for SRL task
strategies.
the academic performance of the student in the school year of 2022-2023. Thus,
In relation, in the study of Mercado (2021), findings revealed that the SRL
Multiple regression analysis proved that the SRL strategy of goal setting showed
between goal setting and academic performance among college students in the
Philippines. They found that the relationship between goal setting and academic
Similarly, Smith & Johnson et al. (2018) had a related study. The study found
particular, the researchers discovered that students' GPAs were not always more
significant than their peers who reported employing less successful task
techniques. In addition, Lun & Sinclair's (2018) studies entitled "Goal setting
setting and academic performance. The results showed that the effect size of
to focus on their objectives and work towards achieving them. Setting goals
When students set specific and measurable goals, they are more likely to
achieve better results. The process of goal setting involves identifying what
creating a plan for execution. This approach helps students to prioritize their
results suggested that goal-setting interventions had a small but positive effect
Chapter 5
This chapter presents the summary, findings that the researchers have
the study.
Summary
Oro National High School. This study sought to answer the following: (1) What is
the level of Self-regulated learning strategies as to (a) goal setting; and (b) task
strategies; (2) What is the Academic Performance of the respondents? and (3) Is
method of research; the sample size was randomly selected, and Pearson
students were taken through the adviser, and the respondents of the study were
National High School-Junior High School for the School Year 2022-2023. In
treating the data, the mean, percentage, and standard deviation were computed
Findings
Based on the data gathered and their subsequent analysis, this study found
the following:
1. Most of the Grade 10 students evidently showed that they did not apply
Taurus was both Outstanding and Very Satisfactory. They did not utilize
Conclusions
1. Based on the findings, it was evident that most Grade 10 students did
not utilize Self-Regulated Learning Strategies. Thus, the student’s grades were
In the same manner, the students who received high grades did not also utilize
the SRL. This indicates that SRL strategies have no significant impact on
students’ academic performance. Students are still motivated to learn and may
experience higher academic success even if they did not employ strategies
under self-regulated learning. This means that some students may have a natural
aptitude for learning and may not need to rely on explicit learning strategies. With
may benefit from using learning strategies to help them organize and apply that
38
knowledge in new and challenging contexts. Therefore, this study would help the
academic success.
3. Based on the data and statistical analysis, the null hypothesis was
can be concluded that the study did not find evidence to support the hypothesis
and that the results do not provide support for the existence of a significant
Recommendations
paragraphs.
learning task. They may take some time to reflect on what they learned,
2. The parents. They must encourage their children to reflect on their own
learning processes. They must help them identify their strengths and
5. The future researcher. They may replicate this study using respondents
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