Online Technology and Self-Regulated Learning Ability as Predictors of Secondary School Students’ Academic Achievement in Biology in Aguata Education Zone, Anambra State, Nigeria
DOI:
https://doi.org/10.5281/zenodo.23884460Keywords:
Online technology, self-regulated learning, academic achievement, Biology education, secondary school studentsAbstract
This study investigated online technology and self-regulated learning ability as predictors of secondary school students’ academic achievement in Biology in Aguata Education Zone, Anambra State, Nigeria. The study adopted a correlational research design. Three research questions and three null hypotheses guided the study. The population consisted of all Senior Secondary School Two (SS2) Biology students in public secondary schools in the zone, from which a sample of 200 students was selected using multi-stage sampling techniques. Instruments for data collection included the Online Technology Utilization Questionnaire (OTUQ), Self-Regulated Learning Ability Questionnaire (SRLAQ), and Biology Achievement Test (BAT). The instruments were validated by experts, and reliability coefficients of 0.82, 0.85, and 0.79 were obtained respectively. Data were analyzed using simple and multiple regression analysis. Findings revealed that online technology and self-regulated learning ability significantly predict students’ academic achievement in Biology, with self-regulated learning showing a stronger predictive influence. The combined effect of both variables accounted for 52.6% of the variance in academic achievement. It was concluded that effective utilization of online technology, coupled with strong self-regulated learning skills, enhances students’ academic performance in Biology. Recommendations were made for integrating digital tools and self-regulation strategies into Biology instruction.
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