This was proposed to investigate the effect of self-regulated
learning strategies on 8th class students achievement for
learning English. This was experimental research. Intact group (8th class students)
pretest and posttest of design was utilized voluntarily for data collection. The
experimental group was taught with SRL strategies and control group was taught
with traditional strategy. The pre and post-administration results of group with
intervention and control groups were compared to determine the use of SRL
strategies had statistically significant effect on students achievement to learn
English. Independent sample t-test and paired sample t-test and Repeated
Measures Analysis were employed for data
analysis. The findings of this study revealed that
SRL strategies had significant effect on students
achievement scores. In conclusion, research was
suggested to examine the effect of SRL strategies
on students achievement on larger experimental
population of various grades.
Umm e Habiba
EST, Department of Education, Govt. Girls Elementary School Nwabpura, Lahore, Punjab, Pakistan.
Professor, Department of Education, University of Management and Technology,
Assistant Professor, Department of Research and Evaluation, Lahore College for Women University, Lahore, Punjab, Pakistan.