Self-regulation among state university students in an online learning environment

Abstract

A state university in the Philippines participated in the resumption of limited face-to-face classes after two years of closure due to the COVID-19 pandemic, thereby allowing for online learning. This study assessed the online self-regulated learning strategies of college students using descriptive-correlational research design. Mean, standard deviation, Mann-Whitney U-test, and Kruskal-Walli’s test were used for analyzing data gathered from one hundred sixty-three students. Results show that students had a high level of online self-regulated learning strategies when they were taken as a whole and grouped according to sex and year level, excluding the second-year students whose level was average. Moreover, significant differences did not exist in their online self- regulated learning strategies when grouped according to year level, but a significant difference did in environment structuring when they were grouped according to sex. Overall, the students succeeded in dealing with the challenges of online learning because they employed self-regulated strategies.