Regression Analysis on the Perceived Instructional Management and Self-Directedness of Learners Towards Learning Academic Achievements in Science

Elizer M. Rebucas¹

1. Science Department/Montevista National High School, Davao de Oro, Philippines.

Section:Research Paper, Product Type: Journal-Paper
Vol.10 , Issue.7 , pp.123-132, Jul-2024

Online published on Jul 31, 2024

Copyright © Elizer M. Rebucas . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
The study investigated the relationships and influences of instructional management and self-directedness on students` learning and academic achievement in science among Grade 8 students of the three public secondary schools in the District 1 division of Davao de Oro, School Year 2023-2024. Specifically, it examined the variables that best predict students` academic achievement in science. Correlational and causal-comparative designs were utilized in this study. Moreover, sets of adapted survey questionnaires were used to obtain information from the participants. For students learning academic achievement in science, the study used the students` general average in science. Pearson Product Moment Correlation and Multiple Linear Regression were the statistical tools utilized in the study. The results showed that instructional management and students` self-directedness characteristics have a significant and positive relationship with students` learning academic achievement in science. Moreover, the desire to learn for self-directedness significantly predicted students` academic achievement in science. Thus, nurturing a drive to study can help students be more resilient in academic challenges, resulting in better overall performance in science courses.

Key-Words / Index Term :
Perceived Instructional Management, Self-Directedness, Regression, Philippines

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