Self-regulated learning strategies for first year chemistry students during Covid-19

Abstract

Self-regulated learning (SRL), also defined as metacognitive, motivational, and behavioural active participation of students in their own learning process, has an influence on their academic success. This paper reports an investigation into self-regulated learning strategies that are significantly associated with good performance rather than poor performance in a first-year chemistry course delivered online solely due to Covid-19 pandemic. The study revealed that effort regulation, goal setting, and time management were more strongly associated with good performance. Lockdown regulations were found to have a negative impact on students' ability to participate in task strategies, help seeking, and peer learning. Considering these findings, the need to provide a safe environment in which to ask questions and opportunities for students to connect with their peers was highlighted.