Self-Regulated Learning Strategies and Their Effects on MUFY Math Performance

13 Pages Posted: 16 Dec 2011

Date Written: December 1, 2011

Abstract

The study firstly examines the differences on the use of self-regulated learning strategies between Malaysian and international students at the Monash University Foundation Year (MUFY). The Learning and Study Strategies Inventory (LASSI) is used to measure self-regulated learning strategies of 65 MUFY students who registered for Fundamental Mathematics A. Secondly, to identify which LASSI subscales are the best predictors of the performance of Malaysian and international students in Fundamental Mathematics A. The results show that international students have a significantly higher anxiety level than Malaysian students, and the remaining nine subscales of the LASSI are the same for the two groups. For Malaysian students, the test-strategies subscale is the only best predictor for the final score of Fundamental Mathematics A. The self-testing subscale is the only best predictor of the performance of international students in this mathematical subject.

Keywords: pre-university, learning strategies, math performance, Malaysian students, international students, correlation

Suggested Citation

Tang, Eng Loong, Self-Regulated Learning Strategies and Their Effects on MUFY Math Performance (December 1, 2011). Available at SSRN: https://ssrn.com/abstract=1972634 or http://dx.doi.org/10.2139/ssrn.1972634

Eng Loong Tang (Contact Author)

Sunway College ( email )

No. 5, Jalan Universiti
Bandar Sunway
Petaling Jaya, 46150
Malaysia

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