Effect of Science Learning Coach on Student Self-Regulation Skills
DOI:
https://doi.org/10.58780/rsurj.v6i2.204Keywords:
self-regulation skills, science learning coach, intervention programsAbstract
To improve students’ self-regulation skills toward accomplishing science-related tasks and workloads, this study was designed to determine the effect of a science learning coach as an intervention program on student self-regulation skills. This quasi-experimental study determined the mean pre-test and post-test performance of Grade 10 students under the Special Science Curriculum. This research used a non-random purposive sampling procedure to select the respondents. The research instrument used in this study was a 35-item test questionnaire aimed at measuring the self-regulation skills of the respondents. The data were analyzed using Statistical Package for Social Science (SPSS) using t-test for independent samples to compare the pre-test and post-test mean scores before and after the implementation of the intervention program, respectively, and using paired samples t-test to determine the difference between the pre-test and post-test mean scores of the experimental group. Also, an analysis of covariance was used to determine and evaluate whether the means of the dependent variable are equal across levels of a categorical independent variable. This research study revealed a significant difference in terms of pre-test and post-test mean scores before and after the implementation of the intervention program using t-test for independent samples. This also showed no significant difference in the experimental group's pre-test and post-test mean scores using a t-test for paired samples. However, using pre-test mean scores as covariates, it was revealed that there is a significant difference in the post-test results of tests between subjects.
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