Self-Regulated Online Learning and Students’ Attitude as Predictors of Skill Proficiency Development in Mathematics

Ken Clyde Otig Longos(1*), Rey Regidor(2),

(1) 
(2) UM Tagum College
(*) Corresponding Author

Abstract


This study aimed to determine if self-regulated online learning and student’s attitude were predictors of skill proficiency development in Mathematics. 200 GE 4 students of UM North Campuses were the respondents of this research. The statistical tools used were Mean, Pearson-r, and Regression Analysis. Quantitative non-experimental research utilizing correlational technique with regression analysis was the research design of this paper. Results revealed high self-regulated online learning among GE 4 students in terms of metacognitive skill, time management, environmental structuring, persistence, and help seeking was high. The level of students’ attitude towards learning Mathematics yielded a descriptive equivalent of high confidence in Mathematics, the importance of Mathematics, and engagement in Mathematics. The level of skill proficiency development of the students in Mathematics yielded a high-level result in terms of conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. There was a positive significant relationship between self-regulated online learning and students’ attitude to skill proficiency development in Mathematics. However, between the two independent variables, students’ attitude was the only predictor of skill proficiency development in Mathematics.


Keywords


self-regulated online learning, students’ attitude, skill proficiency development

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References


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DOI: https://doi.org/10.31327/jme.v7i1.1738

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