Development of Self-Monitoring Skills as a Complement of Self-Regulated Learning Skills Strategies for Better Commerce and Finance Performance of Adolescents in Secondary Schools in Cameroon

Veronica Ika, Kum (2024) Development of Self-Monitoring Skills as a Complement of Self-Regulated Learning Skills Strategies for Better Commerce and Finance Performance of Adolescents in Secondary Schools in Cameroon. Journal of Innovation in Educational and Social Research, 2 (4). pp. 87-97. ISSN 2992-894X

Text Development of Self-Monitoring Skills as a Complement.pdf Download (1MB)

Abstract

This study investigated “the relationship between The Development of Self-Monitoring Skills as a complement of Self-Regulated Learning Skills: Strategies for Better Commerce and Finance Performance of Adolescents in Secondary Schools in the Southwest Region of Cameroon. By failing to employ self-monitoring skills and metacognitive strategies in learning, learners may become more passive than active participants in a community of learners who should be engaged in meaning making in the learning process. The main objective of this study was to investigate the relationship between self-monitoring skills as a correlate of self-regulated learning skills and learning outcomes of adolescents in the south West Region of Cameroon. Two research designs were adopted for this study. The descriptive survey design with a structured questionnaire was used as the main research instrument and a quasi-experimental research design. To answer the questions raised, copies of the questionnaire were administered to a sample of 451 participants; and data from them were analysed using the triangulation approach and findings established. The data derived were subjected to descriptive and inferential statistical analysis using the Statistical Package for the Social Sciences (SPSS) Version 20.0. Based on the analyses carried out, it was realised that; there exist a significant relationship between self-monitoring skills and learning outcomes among adolescents (r = 0.138, n = 451, p< 0.05).Though the relationship between self-monitoring skills as a correlate of self-regulated learning skills and learning outcome is weak, the correlation coefficient is positive for all the different aspects of learning and overall it is statistically significant with a (correlation coefficient of 0.138 and with a P-value of 0.003). This significant positive correlation is enough prove that self-monitoring skills and learning outcome has a significant relationship. It was therefore recommended that; self-monitoring skills should be taught in the classroom and monitored to be sure that students are making good use of it to improve upon their learning outcome. Greater opportunities should be given to students and enough time for them to be able to self-monitor their own learning from the on-set of learning from primary, secondary, high schools and even universities. Thus the focus should not only be on teaching content knowledge but also to teach students to learn as well as self-monitoring their learning.

Item Type:	Article
Subjects:	L Education > L Education (General)
Divisions:	Postgraduate > Master's of Islamic Education
Depositing User:	Journal Editor
Date Deposited:	26 May 2025 04:56
Last Modified:	26 May 2025 04:56
URI:	http://eprints.umsida.ac.id/id/eprint/16114

Actions (login required)

View Item