Effect of Self-Regulated Learning Intervention and Academic Achievement in English Language among Students in Secondary Schools, Kenya: A Convergent Mixed Methods Study

Abstract

The intent of this study was to establish the effect of a self-regulated learning intervention on academic achievement in the English language among students in public secondary schools in rural contexts due to dismal academic outcomes. The study employed a convergent parallel design. The study adopted simple random sampling in the selection of 271 students, of whom 36% were female and 63% were male. Purposeful sampling was used to sample 12 English language teachers. Data on academic achievement were gathered using pre-test and post-test scores, while information on self-regulation was obtained from the administration of standardized academic self-regulated questionnaires, in-depth interviews, and Focus Group Discussions. The analysis of data involved regression and ANOVA statistical techniques, while qualitative data were analyzed thematically. The quantitative data results demonstrated that the experimental group, which embraced a self-regulated learning intervention, outperformed the control group. Regression analysis results revealed that for each one-unit increase in students' self-regulated learning intervention, their level of academic achievement in the English language would improve by 4.559 units. Furthermore, the ANOVA results depicted a statistically significant difference between the experimental and control groups (F(3, 266) = 3.324, p = .020). Qualitative findings reinforced that the self-regulated learning intervention improved academic achievement in the English language. Therefore, the study concluded that the self-regulated learning intervention bolsters academic achievement in the English language among students in public secondary schools.