Abstract

This study investigated "planning skills as a correlate of self-regulated learning skills and learning outcomes of adolescents in secondary schools in the Southwest region of Cameroon. By failing to employ self-regulated learning skills and Meta cognitive strategies in learning such as planning skills, learners have become more passive than active participants in a community of learners who should be engaged in meaning making in the learning process. In this light, this study examined whether planning skills as a correlate of self-regulated learning skills influences learning outcomes of adolescents. The research designs adopted for this study were the descriptive survey design with the aid of a structured questionnaire as the main research instrument and a quasi-experimental research design. To answer the research question, copies of questionnaire were administered to a sample of 451 participants and data from the 451 participants were effectively analysed, from which conclusions were drawn. Data were analysed following a triangulation approach in methodology, analytical process and statistical packages. Based on the analyses of data, it was realised that there exist a significant relationship between planning as a self-regulated learning skill and learning outcomes of adolescents in secondary schools r = 0.120, n = 451, p 0.05 . Inferring from above, it can be seen that, planning as a correlate of self-regulated learning skills influences the learning outcomes of adolescents in secondary schools. At the end of the study, it was therefore recommended that teachers and educators should strive as much as possible to help learners to develop their self-regulated learning skills such as planning so as to improve upon adolescents' learning outcomes. Veronica Ika Kum "Planning Skills as a Correlate of Selfregulated Learning Skills and Learning Outcomes Among Adolescents in Secondary Schools in The South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-6 , October 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18845.pdf

Authors and Affiliations