Effect of Self- Regulated Learning Instructional Strategy on Students' Achievement in Physics Concepts Among Senior Secondary Schools

A successful learner plans, monitors, and evaluates his/her learning. Therefore, this study determined the effect of self-regulated learning instructional strategy on students' achievement in Physics concepts among senior secondary schools in Education District II Lagos State. Four research questions and four hypotheses guided this research. The hypotheses were tested at a 0.05 level of signicance. The design of this study was a pretest-posttest control group quasi-experimental design. The study population consists of the SS2research Physics students in the 2022/ 2023 school year in Lagos State. Through a multi-stage sampling technique, four schools from Education District II, Lagos State were selected. The sample consists of 109 students from intact classes of the four schools. Physics achievement test adapted from the West African Senior School Certicate Examination (WASSCE) past questions was used to collect data. The data was analyzed using descriptive and inferential statistics. Results revealed: rst, the Self- regulated learning instructional strategy (SLIS) is an effective learning instructional strategy that can potentially enhance students' achievement in Physics more than the talk-and-marker instructional strategy (TIS). Second, this study established no signicant gender difference in learners' achievement in Physics. The researchers recommend that Physics teachers adopt SLIS in teaching and learning Physics since it has proven to be an active learning strategy. Seminars and workshops should be organized for Physics teachers on how to use SLIS to teach Physics. Inspectors of Physics should monitor and supervise Physics teachers on using SLIS in teaching and learning of Physics.