Self-regulated learning strategies and self-efficacy among Kulliyyah of Human Sciences IIUM undergraduate students

Abstract

This study investigates the relationship between self-regulated learning strategies and self-efficacy among Kulliyyah of Human Sciences IIUM undergraduate students. It also attempts to identify the common self-regulated learning strategies that students use during their study and identify the level of self-efficacy. Lastly, it also investigates if there is a re1ationship between self-regulated ]earning strategies and self-efficacy with the variables of gender, CGPA and major. The study utilizes two questionnaires. The first measures self-regulated learning strategies and the second questionnaire measures students' level of self-efficacy. A stratified random sampling was used to se1ect 293 undergraduate students from the Ku1liyyah of Human Sciences. Descriptive statistics, correlational ana1ysis and cross tabulation are used to analyze the data. Findings provide evidence that respondents frequently use some strategies like "keeping records and monitoring", "reviewing texts, notes and test" in their study with the majority of the students being at the moderate ]eve] of self-efficacy. The study also shows that there is a significant relationship between self-regulated learning strategies and self-efficacy. As for gender and CGPA they did not correlate significantly with self-regulated learning strategies, while major has significant relationship with self-regulated learning strategies. Finally, there is no significant relationship between self-efficacy and variables of gender and CGP A. In contrast, the ]eve] of self-efficacy has a significant relationship with majors.