Effects of Self -Regulated Learning Strategy and Lecture Method on Biology Students Achievement and Retention in Delta Central Senatorial District

The purpose of this study was to determine the impact of self-regulated learning instructional strategy on Biology students’ achievement and retention. The independent variables were Self-regulated learning instructional strategy and lecture method, while the dependent variables were achievement and retention, with sex as an intervening variable. To achieve the purpose, seven research questions were answered and seven hypotheses were formulated and tested at 0.05 level of significance.