Effective Classroom Strategies and Self-Regulated Learning Behavior among Learners in Davao Del Norte

Abstract

Fundamentally, effective classroom strategies are a measure expected to improve self-regulated learning behavior among learners in Braulio E. Dujali District, Davao del Norte. In this study, the researcher selected 185 elementary school teachers as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation and multiple linear regression analysis. Findings revealed that effective classroom strategies and self-regulated learning behavior among learners in Braulio E. Dujali District, Davao del Norte were described as extensive. Further, correlation analysis demonstrated that there is a significant relationship between effective classroom strategies and self-regulated learning behavior among learners in Braulio E. Dujali District, Davao del Norte. Evidently, regression analysis proved that effective classroom strategies in terms of behavioral strategies were a significant predictor of self-regulated learning behavior among learners in Braulio E. Dujali District, Davao del Norte. In other words, effective classroom strategies have an influence on the process in self-regulated learning behavior among learners in Braulio E. Dujali District, Davao del Norte. The study, therefore, was conducted for further utilization of findings through publication in reputable research journal.