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The Impact of Self-Paced Learning on Students' Academic Performance in the New Normal

JOURNAL:MAZEDAN JOURNAL OF LANGUAGE AND LITERATURE

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# Authors First Online DOI Downloads Citations
1. Ana Marie A. Utbo*, Jesica B. Arenga 25 Dec 2021 NA 13 0
Abstract

This study was conducted to determine the level of self-paced learning and academic performance of pupils in Kidapawan City District IV, Kidapawan City Division for the School Year 2020-2021. Specifically, it determined the significant correlation between self–paced learning and academic performance, as well as the influence of self-paced learning on academic performance. A total of 225 pupils took part in the study. The data was analyzed using the mean, weighted mean, Pearson R correlation coefficient, and multiple linear regression analysis. The descriptive method was used to determine the level of self-paced learning and academic performance of pupils. The respondents were chosen using stratified random sampling with proportionate allocation. The survey questionnaire was validated and tested using the Cronbach reliability test, which yielded an alpha value of 0.986. The pupils oftentimes observed self-paced learning in terms of goal setting, help-seeking, self-study strategy, and a managing physical environment. The pupils agreed on the level of learning performance in terms of learning efficacy, academic motivation, and academic engagement. Furthermore, self-paced learning in terms of goal setting, help-seeking, self-study strategy, and managing physical environment had a significant relationship with pupils' academic performance. Furthermore, the result proved that self-paced learning had a significant influence on learning efficacy, academic motivation, and academic engagement of the pupils. In particular, help-seeking, self – study strategy, and a managing physical environment were considered as the best predictors of pupils' academic performance. Based on the findings of the study, it could be concluded that if the pupils willingly seek assistance from their teachers, parents and other learners, and can control what and how they learned, as well as manage their physical environment, they can improve their academic performance.

Keywords

self-paced learning; academic performance

References

  1. [1]         Adamu, N. (2015). Impact of Learning Environment on the Performance of Students in Social Studies in Junior Secondary Schools in Taraba State, Nigeria. Master Degree Thesis, School of Postgraduate Studies, Ahmadu Bello University, Zaria, Nigeria.

    [2]         Al Mutawah, Thomas and SweKhine. (2017). Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students. Retrieved from https://www.iejme.com/download/investigation-into-self-regulation-engagement-in-learning-mathematics-and-science-and-achievement.pdf

    [3]         Anderman, E. M., and Dawson, H. (2011). “Learning and motivation,” in Handbook of Research on Learning and Instruction, eds P. A. Alexander and R. Mayer (New York, NY: Routledge), 219–241.

    [4]         Anderson, T., Upton, L., Dron, J., & Malone, J. (2015). Social Interaction in Self-paced Distance Education. Open praxis, 7 (1), 7-23. htp://dx.doi.org/10.5944/openpraxis.7.1.164.