Relationship between Self-Regulated Learning, Students’ Academic Engagement and Achievement in Mathematics at Secondary Level

Abstract

This study examines how self-regulated learning (SRL), academic engagement (AE), and achievement in mathematics are connected at the secondary level. The main objectives of the study were to assess the level of self-regulated learning (SRL), examine students’ academic engagement (AE), evaluate their achievement in mathematics, and find the relationship between all the three variables. The research employed quantitative, correlational survey design. Data were collected from 925 Grade-10 students studying in public secondary schools across three selected districts of Punjab: Faisalabad, Lahore, and Rawalpindi. Main instruments were: 1. The Motivated Strategies for Learning Questionnaire (MSLQ), 2. The School Engagement Measure (SEM), 3. Students’ mathematics achievement scores (BISE Grade-9 Result). Reliability of the instruments was confirmed through pilot testing. Permission was obtained from school administrations, and ethical guidelines were followed during the process of data collection. The findings of this study revealed that secondary school students displayed moderate to high levels score for self-regulated learning and academic engagement in mathematics. A strong positive relationship was found between them, and both variables were positively related to students’ mathematics achievement. These results indicate that the performance in mathematics may be enhanced through developing students’ self-regulated learning and academic engagement. The study is useful for the teachers who teach mathematics at secondary level.