Self-Regulated Learning Skills and Learning Satisfaction of Senior High School Students in the New Normal Education
Keywords:self-regulated skills, learning satisfaction, new normal education
Students' capacity for independent learning and self-regulation has long been recognized. However, the landscape shifted with the advent of the COVID-19 pandemic, which led to the closure of schools and the widespread adoption of distance learning. This new educational norm posed unique challenges, putting students' independent learning skills and self-regulation abilities to the test. The pandemic underscored the crucial role of self-regulation in academic achievement within the context of the new normal. Additionally, students' satisfaction with their learning experiences emerged as a pivotal factor closely tied to the teaching-learning process.
Even with difficulties, adapting to an independent learning environment was challenging. Distance learning presented obstacles to students' capacity to self-regulate their learning and overall learning satisfaction. Unfortunately, there was limited knowledge about these aspects in the context of the new average education at the national and local levels. This knowledge gap prompted researchers to investigate the status and correlation between students' self-regulation skills—encompassing planning, monitoring, adjusting, and reflecting—and their learning satisfaction.
This cross-sectional study was conducted involving randomly selecting 150 Grade 11 and Grade 12 students at Union Christian College. Researchers employed the Self-Regulation Formative Questionnaire developed by Gaumer Erickson and Nonan (2021) and the Student Outcome Survey created by Fieger (2012) for data collection. These questionnaires were administered electronically. The analysis utilized a weighted means to depict the self-regulation and learning satisfaction of the respondents. Meanwhile, the Pearson Product Moment Correlation was applied to ascertain the connection between these two variables.
Results revealed that overall, the respondents displayed commendable self-regulation skills, rating all four areas—planning, monitoring, adjusting, and reflecting—as good. Reflective skills garnered the highest rating while adjusting skills received the lowest rating within this framework. The results conveyed that while students exhibited strong self-regulation abilities—indicating a high degree of independence in their academic pursuits—this was insufficient to achieve the highest performance levels.
Regarding learning satisfaction, respondents expressed contentment with various virtual learning activities, despite the shift to an online format. They engaged in problem-solving, collaboration, and decision-making activities, aligning with the Cognitivist Learning Theory of Piaget and the Experiential Learning Theory of Kolb. Teaching factors were attributed with the highest satisfaction rating, while learning experiences were rated slightly lower but still demonstrated high satisfaction levels.
Moreover, the significant correlation between self-regulation and learning experiences bolstered the notion that students' self-regulation abilities influenced their perceptions of learning satisfaction. Notably, all subscales of self-regulation were positively correlated with all subscales of learning satisfaction, underlining a significant relationship between these domains. These insights hold implications for educators, offering guidance in shaping practices that foster independent learning while maintaining vigilance over learning satisfaction. The researchers advocate for the practical application of their study's outcomes to achieve these objectives.
This study contributes to a deeper understanding of how students' self-regulation skills and learning satisfaction intertwine in the context of the new educational landscape. By recognizing the synergistic relationship between these factors, educators can refine their strategies to cultivate both independent learning and students' sense of fulfillment within the learning process. As the educational journey continues to evolve, the study's insights serve as a roadmap for educators, policymakers, and stakeholders to craft inclusive and effective learning environments that nurture students' holistic growth and success. The researchers wholeheartedly advocate for the pragmatic application of these findings, guiding the way toward an education that empowers students and promotes enduring learning satisfaction.
Relevance and Future Directions
The significance of this study extends beyond its immediate context, encompassing broader educational implications and avenues for future research. The COVID-19 pandemic drastically reshaped educational landscapes worldwide, prompting a rapid transition to remote and hybrid learning models. The findings of this study contribute to a more profound understanding of students' adaptability, self-regulation, and learning satisfaction within these evolving educational paradigms.
In the larger context of education, the study underscores the vital role of self-regulation in fostering academic achievement. As educational institutions navigate the uncertainties brought about by the pandemic and the new normal, insights into students' self-regulation skills and their impact on learning outcomes become invaluable. This study is a benchmark for educators and policymakers seeking to design effective interventions and strategies that promote students' self-directed learning and overall learning satisfaction.