Cultural Play Meets Pedagogy: An Experimental Study on Integrating Indigenous Games in Early Math Instruction

This study investigates the role of self-regulated learning (SRL) strategies in determining mathematics attainment among high and low performing secondary school students. Mathematics, a cognitively demanding subject, requires not only procedural and conceptual knowledge but also personal regulation of learning behaviours and motivation. While several studies have acknowledged SRL as a powerful predictor of academic success, limited research has examined its differential influence on students with varying levels of academic achievement in mathematics. A quantitative, research design was adopted, involving 300 secondary school students categorized into high and low achievers based on their previous academic records. A self-developed Self-Regulated Learning Strategies Inventory and mathematics test score were used for data collection. The study examined metacognitive, motivational, behavioural, and cognitive strategy dimensions of SRL and correlated them with mathematics performance. Findings from statistical analysis using independent samples t-test and Pearson correlation indicated a significant positive relationship between SRL strategies and mathematics attainment.