Abstract
In distance learning, students’ self-regulation and autonomy has vital place. Learner’s
selfregulation is a major predictor of the academic success of distance learner. The high rate of
selfregulation increases the quality of distance education. Therefore, it is important to explore that
how much self-regulated the distance learners are in a distance education mode. This study aimed
at exploring the self-regulation strategies of science and arts students studying in a distance
learning university. The present study was descriptive in nature and survey was used for it. A
sample of forty students was selected through purposive sampling. Learners’ self-regulation was
measured through research tool, having six constructs such as planning, monitoring, effort made
by the distance learners to accomplish the course, self-efficacy, help-seeking situations, time and
environment management situations. The data was collected through online questionnaire. It was
found that distance learning science students were more self-regulated than arts students. Overall
science students scored significantly higher grades than that of arts students. It is concluded that
the science students are more self regulated due to self monitoring for their studies, more goal
setting and more group interdependence. Goal setting and group interdependence can be
considered as contributor for high GPA of distance learners. For science students, group
interdependence is a good predictor of more GPA, however, for arts students, future orientation
can be a predictor of good GPA. It is recommended that more interaction must be increased
between instructor and arts students so that they can be more self-regulated about their studies.
Farkhunda Rasheed Choudhary, Dr. Azhar Mahmood , Sidra Khushnood. (2020) Measuring Self-Regulation of Distance Learners: A Comparative Study of Science and Arts Students, International Journal of Distance Education and E-Learning, Volume 5, Issue 2.
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