Examining Self Regulated Learning in Relation to Certain Selected Variables

Self-regulation is the controlling of a process or activity by the students who are involved in Problem solving in Physics rather than by an external agency (Johnson, 2011). Selfregulated learning consists of three main components: cognition, metacognition, and motivation. Cognition includes skills necessary to encode, memorise, and recall information. Metacognition includes skills that enable learners to understand and monitor their cognitive processes. Motivation includes beliefs and attitudes that affect the use and development of cognitive and metacognitive skills. The present study made its sincere attempt to develop self-regulatory strategies that are integrated into Physics problem solving. It also took cognizance of cognition as a thinking component, Metacognitive awareness among the students as a chief component of self-regulatory strategies and multimedia as a component of motivation. The present investigation was carried out in S.R.V.S Higher Secondary school, Karaikal. A sample of 90 XII students was taken for the study. Out of 90 students, 45 students belong to computer Science and 45 students belong to Biology group. Both of the groups have Physics as the compulsory subject. The students are divided into two groups namely control and experimental group based on the mathematical ability and Physics achievement score. Experimental research method with control design was adopted for the study. The major findings of the study reveal that there exists marked difference between Post-test1 and post-test2 for the following variables of experimental group in Physics problem solving ability, self regulatory awareness, knowledge of ICT and students attitude towards learning Physics. It is also noted that self-regulatory strategies with interactive multimedia effective for enhancing problem solving ability in physics among higher secondary students.