SELF-REGULATORY STRATEGIES AND EXTRINSIC MOTIVATION AS PREDICTORS OF EFFECTIVE LEARNING OF STATISTICS AMONG UNDERGRADUATE STUDENTS
SELF-REGULATORY STRATEGIES AND EXTRINSIC MOTIVATION AS PREDICTORS OF EFFECTIVE LEARNING OF STATISTICS AMONG UNDERGRADUATE STUDENTS

Summary/Abstract: This study employs descriptive correlational design to determine whether self-regulatory strategies and extrinsic motivation can predict effective learning of statistics among undergraduate students. The study’s population sample consists of the second year undergraduate students in five departments of FCE, Okene, Kogi State, Nigeria: an affiliate of University of Ibadan, offering Statistics in Education. Simple random sampling was used in selecting the sample size of 200 across the five departments. One research instrument consisted of students’ self-regulatory strategies (SSRS) and students’ extrinsic motivation (SEM); and one constructed academic performance proforma were used for the study. The reliability was obtained through crombach alpha coefficients of 0.85 and 0.78 respectively. Data collected was analyzed using regression analysis, pearsonproduct moment correlation and correlational matrix. The study’s results show that self-regulatory strategies and extrinsic motivation have the ability to improve students’ academic performance, and revealed more to academic performance of students taking statistics.

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