Academic Self- regulated Learning among Elementary Education Students: A Convergent Parallel Approach

Abstract

The study aimed to describe the lived experiences of elementary education students in a local college on academic self-regulated learning. It also sought to describe the coping mechanism of elementary education students on self-regulated learning with regards to their academic task. This study utilizes mixed method design, using parallel convergent approach. The participants of the study were the elementary education students from 1st year and 2nd year level. There were 110 students who were randomly selected for quantitative, and 14 for the qualitative: seven for in-depth interviews and seven for FGD, which were purposively selected. Based on the results of the study, it was determined that the level of academic self-regulated learning was high. The extracted themes on the experiences and insight are: fostering academic success through strategic learning approaches, managing distractions and maintaining focus in learning, enhancing motivations and collaboration in learning, and optimizing time management for effective learning. The results from quantitative and qualitative converged when they were being corroborated. The result confirmed that despite the challenges faced by elementary education students in self-regulated learning, they exhibited remarkable self-regulatory abilities. These skills, memory strategy, goal setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility and organizing contributed to their academic success and overall development. The study highlighted the need for targeted interventions to further support students in enhancing their self-regulated learning skills. Recommendations for future strategies and improvements are provided at the end of the study