Kaptum C. Stephen, Stephen N. Mailu, Peter K. Koech


Education is a key pillar to the attainment of sustainable development goals (SDG’s) hence poor academic achievement by students across all levels of education is detrimental to the realization of these noble goals. This study aimed to establish the relationship between learning strategies and student performance in physics. The objective of the study was to establish the relationship between self-regulated strategies and student performance in physics in public secondary schools in Nakuru East Sub-County. The study was based on Structuralist Theory of Learning by Steffe and Gale (1995) and Social Cognitive Theory of Self-Regulation by Bandura (1986). The study adopted correlational design with mixed approaches where both qualitative and quantitative data were concurrently analyzed and triangulated. Target population comprised principals, physics teachers and physics students. Student sample was determined using Krejcie and Morgan (1990) at 95% confidence level and a sampling error of 5%. Purposive sampling was used for the principals and physics teachers. Research instruments comprised questionnaire, interview guide and document analysis guide in the form of performance proforma table. Piloting of instruments was done in 10% of the schools. Validity was assessed through expert judgment and from the results of the pilot study. Cronbach alpha reliability coefficient was computed to assess the internal consistency of the instruments. The test yielded an overall reliability coefficient, ɤ=0.85 based on standardized items. The results of the study were evaluated statistically and inferentially using Statistical Package for Social Sciences (SPSS). The study established positive correlations between self-regulated strategies and student performance in physics. The study also established statistically significant differences in the mean performance of learners using different self-regulated strategies. The study further established that the various self-regulated strategies jointly accounted for 77.6% of variance in student academic performance in physics (R2 = 0. 776). The study recommended that students need to effectively apply self-regulated strategies in their learning so as to optimize their academic achievement. Teachers and schools administration should create learning environments that encourage the development of self-regulatory skills among learners.


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cognitive strategies, metacognitive strategies, resource-regulation strategies, academic performance

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