Impact of Self-Regulated Learning, Autonomy and Agency on Undergraduates’ Achievement in Research Method Exposed to Online Learning

Abstract

The study investigated the impact of self-regulated learning, autonomy and agency on university undergraduates’ achievement in research exposed to online learning. Online teaching and learning particularly in its asynchronous form, required students to embrace a variety of learning styles and skills, including self-regulation and autonomy. The study participants consisted of 256 undergraduate students taught research methods through online platform. Three instruments titled: Students’ Self-Regulated Learning Questionnaire (SSLQ), Learners’ Autonomy Questionnaire (LAQ) and Students’ Agency Questionnaire (SAQ) were developed by the researchers and used to collect data for the study. Our result revealed a high positive relationship (r = 0.862) between students’ self-regulated learning, learners’ autonomy and students’ agency on undergraduates’ achievement in research method. In addition, the coefficient of determination (R²) of 0.744 implies that 74.4% of undergraduates’ achievement in research is due to the combine impact of their self-regulated learning, learners’ autonomy and agency. The result of the hypotheses further revealed that the combine impact of self-regulated learning, autonomy and agency on students’ achievement in research exposed to online learning is significant. Students should be taught how to develop self-regulated learning strategies, autonomy and agency and the constructs should be included in the designing and implementation of online instructions in higher institutions of learning.