Self-Regulated Science Learning Activities and Academic Performance of Grade 10 Students in Congressional District IV Division of Batangas Province

Abstract

This study investigated the relationship between self-regulated learning (SRL) activities and the academic performance of Grade 10 students in Science in Congressional District IV, Division of Batangas Province. Using a descriptive research design, data were gathered from 289 randomly selected students through a researcher-made survey and validated by focus group discussions. The study examined five SRL components—goal setting and planning, self-monitoring and reflection, time management, help-seeking strategies, and task strategies—alongside students’ performance in written tasks, class participation, and quarterly assessments.

Findings revealed that students moderately practiced SRL activities, with goal setting, reflection, time management, and task strategies showing stronger engagement compared to help-seeking behaviors. Academic performance was generally above average across written tasks, class participation, and quarterly assessments, though challenges were noted in scientific literacy, inquiry confidence, and exam self-efficacy.

Correlation analysis confirmed a significant positive relationship between SRL practices and Science performance, with task strategies, time management, and reflection emerging as the strongest predictors of achievement, while help-seeking showed the weakest link. Students generally did not perceive SRL challenges as major barriers, though hesitation in asking for help remained a concern.

Based on these findings, enhanced SRL activities were proposed, including flexible goal-setting sessions, progress monitoring journals, time tracking and study scheduling, peer tutoring circles, active recall and visual learning tools, scientific literacy programs, and confidence-building review sessions. These interventions aim to strengthen weaker areas such as adaptability, systematic reflection, time monitoring, formal help-seeking, and exam confidence, while reinforcing existing strengths in preparation, note-taking, and collaboration.

Overall, the study concluded that fostering structured and adaptive SRL practices can significantly enhance Science achievement, providing a practical framework for instructional improvement and learner empowerment in Philippine secondary schools.