EFFECTS OF SELF-REGULATED LEARNING STRATEGY ON CHEMISTRY STUDENTS’ ATTITUDE IN SENIOR SECONDARY SCHOOLS IN DELTA NORTH SENATORIAL DISTRICT

This study’s purpose was to examine the effect of self-regulated learning strategy on Chemistry students’ attitude in senior secondary schools in Delta North Senatorial District. Three research questions and three hypotheses guided the study. The study’s design was quasi-experimental. The study’s population was 5,813 SSII Chemistry students in the 146 public senior secondary schools in Delta North Senatorial District. A sample size of 252 senior secondary two (SS II) Chemistry students purposively selected from four public mixed secondary schools in Delta North Senatorial District was used for the study. The instrument used for data collection was Chemistry Attitude Questionnaire (CAQ). The reliability of the CAQ was established with Cronbach Alpha which yielded coefficient of internal consistencies of 0.72. Data were collected by administering the Chemistry Attitude Questionnaire (CAQ) as pretest and posttest. The data obtained were analyzed using Analysis of Covariance (ANCOVA). The results showed that there was a significant difference between the mean attitude scores of students who were taught Chemistry using self-regulated learning strategy and those who were taught using the lecture method, in favour of self-regulated learning; there was no significant difference between the mean attitude scores of male and female students who were taught Chemistry using self-regulated learning strategy; and there was no significant interaction effect of teaching method and sex on students’ attitude towards Chemistry. The study recommended the adoption of self-regulated learning strategy in teaching Chemistry at the Secondary School level.