Demographic Differences in Self-Regulated Learning Strategies among Higher Secondary Students

Abstract

Self-regulated learning strategies (SRLS) play a vital role in enhancing students' academic success by enabling them to effectively plan, monitor, and regulate their learning processes. The present study examined the demographic differences in self-regulated learning strategies among higher secondary students based on gender, locality of school, medium of instruction, and district. The study adopted the survey method, and a sample of 1,044 higher secondary students studying under the Tamil Nadu State Board curriculum was selected from the districts of Thoothukudi, Tirunelveli, Kanyakumari, and Tenkasi using the stratified random sampling technique. Data were collected using Self-Regulated Learning Strategies Scale (SRLSS) developed and validated by the investigator. The findings revealed significant differences in self-regulated learning strategies based on gender, medium of instruction, and district, whereas no significant difference was observed based on locality of school. Female students exhibited significantly higher self-regulated learning strategies than male students, English medium students outperformed Tamil medium students, and students from Kanyakumari and Tenkasi demonstrated higher levels of self-regulated learning strategies than those from Thoothukudi and Tirunelveli.