Gingoog City Comprehensive National High School – Senior High School Page i

A Correlational Study of Self-Regulated Learning and Academic Achievement of

Grade 12 in Academic Tracks

Mary Dianne Therese B. Regatuna

Eiza Jhane B. Galagaran

Michelle Kate N. Torres

Pearly Joy L. Saluta

Rhona Mae Labial

Cindy B. Seneca

Schenley Gil Pellazar

Dave Rey C. Reponte

Joshua Gin Gamayon

Sep Edzel Robines

December 2022
Gingoog City Comprehensive National High School – Senior High School Page ii

A Correlational Study of Self-Regulated Learning and Academic Achievement of

Grade 12 in Academic Tracks

A Quantitative Research
Presented to the
Faculty of the Senior High School Department
Science, Technology, Engineering, and Mathematics (STEM) Strand
Gingoog City Comprehensive National High School
Gingoog City

In Partial Fulfillment
of the Requirements for the Subject
Practical Research II

Mary Dianne Therese B. Regatuna

Eiza Jhane B. Galagaran

Michelle Kate N. Torres

Pearly Joy L. Saluta

Rhona Mae Labial

Cindy B. Seneca

Schenley Gil Pellazar

Dave Rey C. Reponte

Joshua Gin Gamayon

Sep Edzel Robines

December 2022
Gingoog City Comprehensive National High School – Senior High School Page iii
Gingoog City Comprehensive National High School – Senior High School Page iv

ACKNOWLEDGEMENT

First, we would like to express our sincere gratitude to our Almighty God for

providing us with the strength and knowledge to complete the necessary components of

our study proposal while keeping an honest and sincere purpose in mind.

Second, we would like to express our profound gratitude to Mrs. Connie M.

Obedencio, our research advisor, for her support and direction during the course of our

study, which helped us to ensure that the research paper we produced and delivered

was reliable and pertinent.

Last but not least, we would want to thank our family for their financial, emotional,

and mental support in helping us finish this study project and get ready for the oral

defense.
Gingoog City Comprehensive National High School – Senior High School Page v

TABLE OF CONTENTS

TITLE PAGE
Cover Page i

Title Page ii

Approval Page iii

Acknowldegement iv

Table of Contents v-vi

Chapter

I THE PROBLEM AND ITS SCOPE

Introduction 1-4

Theoretical Framework 5-7

Conceptual Framework 7

Statement of the Problem 8

Hypothesis 8

Significance of the Study 8-9

Scope and Limitation 9

Definition of Terms 9

II REVIEW OF RELATED STUDIES AND LITERATURE 10-12

III METHODOLOGY

Research Design 13

Sampling Design 13
Gingoog City Comprehensive National High School – Senior High School Page vi

Respondents of the Study 14

Research Instruments

15

Scoring Procedure 15-16

Reliability Test 17

Research Protocol 17

Data Gathering Procedure 18

Statistical Treatment and Data Analysis 18

REFERENCES

APPENDICES
Gingoog City Comprehensive National High School – Senior High School Page
1

CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Student’s academic performance plays a significant role in both the learning

process and in education. Globally, poor academic performance is one of the greatest

concerns in modern society. According to studies, self-regulated learning is one of the

innovative 21st teaching methods that educators have forged over the last few years.

The 21st-century teaching method allows for student-centered learning while also

creating new demands that make the approaches more necessary. Self-regulation

approaches have a high potential impact, but it can be difficult to realize this impact in

practice because such methods require students to take greater responsibility for their

learning and develop their understanding of what is required to succeed. Hence, self-

regulated learning is a potential antidote to poor academic achievement in online

environments (Chmiliar, 2011).

Many studies have shown that students with high self-regulation tend to have an

inner interest in doing their own assignments, and put forth more effort to complete their

assignments (Abdi Zarrin, 2020). Self-regulation may lead individuals to begin working

and leading this effort on their own, rather than relying on teachers, parents, and the

outside world (Sevari & Arabzade, 2016). Self-regulation may lead individuals to begin

working and leading this effort on their own, rather than relying on teachers, parents,

and the outside world (Sevari & Arabzade, 2016).

Problem-based learning, in which students gain knowledge by cooperating in

groups to solve an open-ended problem, is a common learner-centered strategy that

promotes independent learning (Galand 2010). In Western countries, researchers have

proved the effectiveness of self-regulated learning on academic achievement. (Sadati

and Simin, 2017). In China, (Liu and Chen, 2000) discovered that undergraduate
Gingoog City Comprehensive National High School – Senior High School Page

students' writing results were favorably predicted by online self-regulated learning. (Li et

al., 2015) 2

indicated that among primary school pupils, time value, time management, and self-

efficacy significantly predict academic progress. The impact of self-regulated learning

on academic success in secondary school has also been established. (Zhang et al.,

2012). As a result, self-regulated learning and academic achievement are linked in a

way that is comparable to Western education.

Researchers' interests in the development of self-regulated learning through a

range of methods have grown in recent years. (Inzlicht et al., 2015) suggest that people

redirect their focus to more enjoyable pursuits because they view such effort as taking

part in a research paper competition because it's enjoyable and fun rather than doing it

to receive a reward as being inherently unpleasant. The conventional explanation for

this problem has been that prolonged control is challenging because people's capacity

for self-regulation is limited and gets worse over time. In other words, when

uncomfortable feelings of exerting self-control arise, people appear to be less likely to

choose to engage in self-regulation and more inclined to choose for pleasurable feelings

or immediate needs that can be satisfied without needing effort (Taipale, 2016).

As evidenced by the seven factors' substantial intercorrelations, the seven

factors Memory Strategy, Goal Setting, Self-evaluation, Seeking Assistance,

Environmental Structuring, Learning Responsibility, and Organizing acquired

convergent validity. For the scale where there is a high likelihood that the scale

categories would be seen, the step functions increase monotonically. The A-SRL-S

contained 55 items, and only 4 of them lacked homogeneity with other items. A-SRL-

seven-factor S's structure was found to fit the data well. For the sample of Filipino

college students, additional proof of the factorial validity of the seven self-regulation

components is sufficient. This shows that the seven convergent elements are properly

represented by the responses given by Filipino college students to the scale's

components. This also shows how the Filipino college student (at a private university)
Gingoog City Comprehensive National High School – Senior High School Page

ensures that they are in charge of their study while utilizing different learning

methodologies.

In connection to this, one of the most important goals of education has become

to help students acquire self-regulated learning skills that improve learning during

school years. According to (Zimmerman, 2020) The characteristics of a self-regulated

learner in a pupil demonstrate how actively invested such a learner must be. They don't

just finish a task and go on to the next one. They take in the material they are working

with, study it, understand it, wait for feedback, and if required, change or redo it.

 The components of self-regulation and academic achievement were connected.

A student's cognitive self-regulation and educational achievement can both be

enhanced by the capacity to manage one's emotions and emotional influences

(Sahranavard, 2018). Zimmerman & Martinez-Pons (1986), Zimmerman & Martinez-

Pons (1988) found that a significant portion of the variance in the students'

accomplishment test scores could be predicted by how frequently they used self-

regulated strategies.

Recent research questions this capacity view, proposing that people's changing

self-regulatory experiences instead provide a more compelling explanation for why

regulation so frequently fails (Mollden et al., 2016). Self-regulation strategies have a

significant potential impact, but it can be challenging to see this impact in action since

they require students to take greater responsibility for their education and grow their

comprehension of what is necessary to succeed. 

Self-regulated learning is one of many strategies that learners might use.

(Panadero, E., 2017).  IIn general, adolescent self-regulation involves the young

person's capacity to act independently. A self-controlled individual sets reasonable

objective and makes the necessary steps to accomplish them, utilizing their resources
Gingoog City Comprehensive National High School – Senior High School Page

while being aware of their limitations (Miller DC, Byrnes JP., 2016). More focus and

investigation are needed on this issue given the prevalence of this occurrence among

students and its negative impacts on their academic performance. Academic success is

a measure of a student's quality and one of the indicators of learning success that

demonstrates their capacity for learning. (York, Gibson, and Rankin, 2015). 

In addition, it has been discovered that improving self-regulated learning through

the use of a feedback loop, a self-oriented feedback cycle in which students define

goals and methods throughout learning, and self-monitoring training improves

performance on a wide range of academic measures. In order for academic

performance to be effective, the issues affecting it, like poor academic achievement,

must be addressed. Thus, students can become better learners if they become more

aware of their learning and then choose to act on that awareness. This awareness is

referred to as metacognition, which is part of self-regulated learning (SRL).

Metacognition is the awareness that one has the ability to regulate one's own thinking

(Flavell, 1979). Having plenty of time to do works does not mean that we will just make

it when the deadline is near or practice procrastination. Researchers must work for it,

little by-little, in order to finish it smoothly, in the absence of cramming (Guagliardo and

Karafiloski, 2018).

In the eastern part of the Province of Misamis Oriental, Philippines, the city of

Gingoog has similar teaching and learning strategies among teachers and students. In

Gingoog City Comprehensive National High School (GCCNHS), the Senior High School

Department. Most of the teachers, use innovative strategies like utilization of self-

directed activity sheets, assignments, remedial tasks, performance task and more.

Apparently, the strategy commonly used by most of the teachers are indicators that has

been explained in the self-regulated learning theory linked to Bandura, Zimmerman, and

Moylan's Social Cognitive from 2009.

Gingoog City Comprehensive National High School – Senior High School Page

Given these circumstances, the central aim of the present study is to determine if

this self-regulated learning strategy of teachers has a relationship to the academic

achievement of the students. The main problem here is that although teachers have

introduced students to a self-regulated learning strategy, we are still uncertain of its

efficacy and efficiency among students in Academic Tracks. 5

Theoretical Framework

The framework of this study is anchored in the social cognitive theory of Bandura

(1986). This idea of Bandura is supported by the self-regulated learning (SRL) cyclical

model in Zimmerman and Moylan (2009), which helps contribute to the understanding of

the complex links between many aspects of overall self-regulated learning (SRL) and

academic achievement.

Barry Zimmerman (2000) can be credited with developing an integrated concept

of self-regulated learning that examines how engaged students are in their learning on a

metacognitive, motivational, and behavioral level. The focus is on the students; they

must personally activate, modify, and sustain their learning practices in specific

contexts. It is the self-directing mechanism by which learners convert their mental

efforts into academic skills (Zimmerman, 2002). Ultimately, self-regulated learning

signifies a change in the way student achievement has been studied. The role of the

learner in the learning process is prioritized rather than student aptitudes, a teacher's

teaching abilities, or one's environment at school or at home.

According to its proponents, Zimmerman’s cyclical phase model of self-regulated

learning is well known in literature. His three cyclical phases of self-regulated learning

integrate motivational and behavioral variables with metacognitive processes in three

cyclical phases: forethought, performance, and self-reflection. The three phases have
Gingoog City Comprehensive National High School – Senior High School Page

no set order in which they should be completed; they instead function in an ongoing

feedback loop. As a result, the model is viewed as cyclical.

SRL Cyclical Model of Zimmerman in (2009)

Performance Phase
(Self-control and Self-
observation)

Forethought Phase Self-Reflection Phase

(Task Analysis and Self- (Self-judgement and Self-
motivation beliefs) reaction)

Figure 1. Phases and processes of self-regulation or SRL cyclical model by B.J.

Zimmerman and A.R. Moylan (2009).

The students approach the task, analyze it, gauge their ability to complete it

successfully, and make goals and plans on how to execute it during the forethought

phase. For effective planning and task completion, task analysis and self-motivation

beliefs are essential. During the performance phase, students actually carry out the task

while being monitored, utilizing a range of self-control strategies to keep themselves

cognitively engaged and driven to complete it. A learner may assess their

understanding of a concept throughout the performance phase. Finally, in the self-

reflection phase, students evaluate how they handled the task and make attributions

about their success or failure. These conclusions cause self-reactions, which may have
Gingoog City Comprehensive National High School – Senior High School Page

a positive or negative impact on how the students approach the assignment in

subsequent performances. The SRL model by Zimmerman and Moylan's (2009) self-

reflection phase also exhibits metacognitive processes.

7

The self-regulation profile of novices is very distinctive from that of experts.

Novices fail to engage in high-quality forethought and instead attempt to self-regulate

their learning reactively. That is, they fail to set specific goals or to self-monitor

systematically, and as a result, they tend to rely on comparisons with the performance

of others to judge their learning effectiveness. Because typically other learners are also

progressing, their performance represents a constantly increasing criterion of success

that is very difficult to surpass. Furthermore, learners who make comparative self-

evaluations are prompted to attribute causation to ability deficiencies (which are also

normative in nature), and this will produce lower personal satisfaction and prompt

defensive reactions.

The self-regulation profile of experts, on the other hand, shows that they exhibit

high levels of self-motivation and set hierarchical objectives for themselves, with

process goals leading to result goals in succession, such as splitting a formal essay into

an introduction, a body, and a conclusion. Experts use effective strategies to organize

their learning efforts and track their results, such as a visual organizer for filling in

important information (Zimmerman & Risemberg, 1997).

In the context of this study, the concept is embedded from the SRL Cyclical

Model of Zimmerman in (2009) as it serves as the foundation of the study and attempt

to prove that there is a significant relationship between self-regulated learning to the

academic achievement of students. The researchers will administer survey

questionnaires to gather the needed data to determine the relationship between self-

regulated learning and the academic achievement of students.

Gingoog City Comprehensive National High School – Senior High School Page

Self-Regulated Learning Academic Achievement

Independent Variable Dependent Variable

Figure 2. Paradigm showing interplay of the variables of the study. 8

Conceptual Framework

Statement of the Problem

This study aims to find the relationship between self-regulated learning and

academic achievement of Grade 12 Students from Academic Tracks in Gingoog City

Comprehensive National High School (GCCNHS) for school year 2022-2023.

This study specifically answers the following questions:

1. How do the students perceive their Self-Regulated Learning?

2. How do the students evaluate their Academic Achievement?

3. Is there a significant relationship between self-regulated learning and academic

achievement of Grade 12 Academic Tracks (STEM, ABM, HUMMS and GAS) in

GCCNHS.

Null Hypothesis:
Gingoog City Comprehensive National High School – Senior High School Page

Ho: Self-regulated learning does not have a significant relationship to the academic

achievement of Grade 12 Academic Tracks (STEM, ABM, HUMMS and GAS) in

GCCNHS.

Significance of the Study

The findings of the study will contribute to the following:

Students: This study will help students discover ways on how to motivate themselves in

order to perform well in a classroom setting.

Teachers: In this study, teachers will be able to reflect and evaluate which strategy will

enhance the self-regulated learning of their students.

Future Researchers: From this study, future researchers will be aware and

knowledgeable of the impact of self-regulated learning of the students and how it affects

their academic achievement. It may be served as their guidance and one of the basis to

further develop the research with the connection to the variables used.

Scope and Delimitation

This study focuses on the relationship between self-regulated learning and

academic achievement among Grade 12 Students in Academic Track (STEM, ABM,

HUMMS, and GAS). Evaluating how students assess their self-regulated learning in

attaining such a good academic performance. In particular, this study focuses only on

the 7 approaches to learning: metacognitive (self-assessing) activities before, during,

and after learning, time management environmental structuring (study area at home),
Gingoog City Comprehensive National High School – Senior High School Page

persistence, and help seeking in which a certain student experiences and faces it most

of the time. Furthermore, this study targets only 218 respondents in every section of

every academic track and is conducted only within the school campus of Gingoog City

Comprehensive National High School, specifically the SHS in the Grade 12 Academic

Strand (STEM, ABM, HUMMS, and GAS).

10

Definition of Terms

The following terms were operationally defined for a better understanding of the study:

Self-regulated learning is the control that students have over their cognition,

behaviour, emotions and motivation through the use of personal strategies to achieve

the goals they have established.

Academic Achievement refers to the performance outcomes of a student's learning

which is measured with the use of Grade Point Average (GPA).

Gingoog City Comprehensive National High School – Senior High School Page 11

Chapter II

REVIEW OF RELATED STUDIES AND LITERATURE

This chapter presents a review of related literature and studies. It addresses significant

insights and substances to further contribute to the problem being studied. Related studies

dwell deeper on the self-regulated learning processes experienced by students, effects of

academic achievement and the interplay of both variables. Both foreign and national studies

gave an extensive view of the research problems under investigation.

Self-Regulated Learning

Through decades of research, Self-regulated learning (SLR) is defined as one’s ability to

understand and control one’s learning environment. In the 1980’s, the term self-regulated

learning originated from the increase focus on self-regulation in academic settings (Dinsmore et

al., 2008).

Self-regulation strategies are individual skills that the students have to develop in order

to be successful in their lives since they are conceivable, learnable and controllable (Denat et

al., 2017).

Students in this case are studying not because of external forces such as parents,

teachers and society’s demand. It is the students themselves who take the control. They plan,

set the goals, lay out the strategies, monitor and evaluate the progress of their own learning

(Zimmerman, 2002).

Academic Achievement
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In the field of educational success, academic achievement describes academic

outcomes that indicates the extent to which a student has achieved their learning goals.

Academic was considered to be the most significant result of formal education and while there is

a little doubt about the crucial role such a success plays in students’ life (Kell et al., 2013).
12

In terms of self-monitoring, according to Bandura (1991), people cannot influence their

own motivation and action very well if they do not play adequate attention to their own

performances, the conditions under which they occur, and the immediate and distal effects they

produce. In this case, one needs to monitor the performance if it still on the right tract as

expected or not, then also monitor the situation that affects the performances and the final

outcome.

Academic achievement as measured by the GPA (grade point average) or by

standardized assessments designed for selection purpose such as the SAT (Scholastic

Assessment Test) determines whether a student will have the opportunity to continue his or her

education (e.g., to attend a university). Therefore, academic achievement defines whether one

can take part in higher education, and based on the educational degrees one attains, influences

one’s vocational career after education (Steinmayr et al., 2014).

(Theory of the Variable)

The conceptualizations of self-regulation differ according to the theoretical viewpoint of

the researcher, leading to the assessment of different aspects of this important construct. In the

most recent version, now labeled as social cognitive theory, Bandura (1986) elaborated further

his triadic account of human functioning, which focuses on the separate but interdependent

contributions of personal, behavioral, and environmental influences. This theory, initially

developed to explain modeling influence on human functioning, directs researchers to study

bidirectional relationship between social and cognitive events.

Walberg's (1981) theory of educational productivity was empirically tested as one of very

few theories of academic achievement. The theory of academic performance (TOP) emanates

from Elger (2007) who described the term "perform" as an ability to produce a valued result an

‘performer’ as an individual or a group that engages in collaboration while the level of

Gingoog City Comprehensive National High School – Senior High School Page

performance as the location in an academic journey. The theory of performance challenges

educators to improve their performance through empowerment to help others learn effectively

and grow a type of learning that will foster quick success and produce knowledge that will

influence society (Elger, 2007).

(Related Studies) 13

In a related study towards outlining Self-regulated learning (SLR), a large base of

literature has been established since the mid-1980s when researchers first began to look at how

students become masters of their own learning processes (Zimmerman & Schunk, 2001). Many

of the self-regulated learning strategies are useful across various content domains, specifically

towards self-regulated learning that consists of three components: cognition, metacognition, and

motivation. The social cognitive approach to SRL (Zimmerman,1994) for example, assumes that

environmental factors have a bidirectional interaction with student's personal and behavioral

characteristics. Interaction with the context results in cyclical development and adaptation of

student's SRL.

Zimmerman and Schunk (2001; 2008) directly link motivation to self-regulation.

According to these researchers, today's self-regulated students are those students who are

meta- cognitively, motivationally, and behaviorally active in their own learning processes and in

achieving their own goals. For example, teachers could foster their students' self-reflection by

prompting them with questions such as "Did you meet all of the goals of the learning task?" and

"Which strategies were effective for this particular learning task?” This prompting by the teacher

may, in turn, foster the student's engagement in forethought as they set the stage for the

subsequent, upcoming learning task.

Inferring from the study of Wiske (1998) performance indicates learning for

understanding. Higher academic performance produces results that lead to an increase in

academic quality. This process creates an environment where performance exceeds the

expectations of the academic community. In a study carried out by Migus et al., (2018) the

authors proposed a two-stage model that uses students first year to predict their overall

academic performance. The result shows Random Forest to be superior to their methods used

in terms of accuracy. This development is a good signal for the university publicity and
Gingoog City Comprehensive National High School – Senior High School Page

acceptance. Applying the academic performance theory to the Private University results, the

performer will need to stabilize the students at the forefront and encourage the backing students

to improve drastically. The performer can set a challenging goal for the student from the

beginning of the semester and allows failure as part of the rubrics to motivate high performance.

The intervention should be a gradual process.

14

Additionally, higher performers were more prompt in submitting assignments and

outperformed lower performers when it came to goal setting (Lawanto et al., 2014). Although

higher performers were more likely to utilize strategies like goal setting, the lower performers

reported higher scores on task strategies, time management, help- seeking, and self-evaluation

(Lawanto et al., 2011). Despite having some higher scores, there was a discrepancy in the

behavior of the lower performers. Because lower performers fell behind higher performers in

accessing course materials, study comes suggest lower performers may be overrating or

misjudging their use of strategies (Bol & Gamer, 2011).

Gingoog City Comprehensive National High School – Senior High School Page 15

Chapter III

METHODOLOGY

This chapter discusses and explains the research design used in the study, the

population and sampling design, and determines the respondents of the study. It will

also include an overview of the details of the instrument that will be used, the scoring

and the data gathering procedure, and the reliability test.

Research Design

This study used a correlational research design. This is used to determine

possible relationships between two or more variables without any manipulation or

controlling made by the researchers. Correlation reflects the strengths or direction of

relationship between two or more variables (Bhandari, 2021). While correlational

research can show that two variables are related, it cannot prove that changing one

variable would impact the other (Cherry 2020).

The said research design is useful and applicable for the current research since it

uses quantitative data as an attempt to derive a relationship on the variables or more

likely assess the interconnection of self-regulated learning and academic achievement

of Senior High School students in Grade 12 Academic Strands (STEM, ABM, HUMMS,

and GAS).
Gingoog City Comprehensive National High School – Senior High School Page 16

Sampling Design

This study used Stratified Random Sampling to determine the respondents of the

study. Stratified random sampling is a method that involves the division of a population

into smaller sub-groups (e.g., strand and section) (Hayes 2021). The study used the

formula, (sample size/population size) x stratum size and utilized Sloven’s Formula:

N
n= 2
1+ N e

Where: n - Number of sample size N - Population

size

Respondents of the study

The chosen respondents for the study are Grade 12 Senior High School

students under the Academic Track of Gingoog City Comprehensive National High

School. The strands under this track are Science Technology Engineering Mathematics

(STEM), Accountancy and Business Management (ABM), Humanity and Social

Sciences (HUMSS), and General Academic Strand (GAS). The total population of the

respondents will be divided into strata, which will be the strands under Academic track

of Senior High School and use random sampling to each stratum to represent the

groups to ensure every group is represented adequately.

STRAND POPULATION SAMPLE

STEM SPS 113

(n) = (218) = 51
113 N 481
(Electra and Cepheus)

ABM SPS 62
(n) = (218) = 28
N 481
(Aris) 62

HUMMS
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(Phoebe, Centaurus, 242 SPS 242

(n) = (218) = 110
N 481
Polaris, and Hydra)

GAS

(Cassiopeia) 64 SPS 64
(n) = (218) = 29
N 481

Total N = 481 51 + 28 + 110 + 29

n = 218

Table 1. Distribution of Respondents

Research Instruments

The researchers used The Self-regulated Online Learning Questionnaire Revised

– is essential for students in online education to be successful. The Self-Regulated

Online Learning Questionnaire was developed to measure SRL in online educational

contexts. In this paper, a revised version of the questionnaire is presented and tested

with three datasets. The scale ‘metacognitive skills’ is split into three subscales:

metacognitive activities before, during, and after a learning task. Next to the three

scales measuring metacognitive activity, the questionnaire contains scales measuring

time management, environmental structuring, persistence, and help seeking. The

revised questionnaire was found to have improved validity, usability, and reliability.

(Jansen, 2018).

For the dependent variable, the researchers adopted the DepEd Grading System

towards Senior High School Students in the Philippines. When students transmuted

them grade between 90-100, it is equivalent to Outstanding. When received a

transmuted grade of 85-89; which is equivalent to Very Satisfactory, transmuted grade

of 80-84; is equivalent to Satisfactory, a grade of 75-79, is equivalent to Fairly

Satisfactory, and below 75 means that the learner Did Not Meet Expectations.

Scoring Procedure
Gingoog City Comprehensive National High School – Senior High School Page 18

The scoring procedure will serve as a guide for the organization of data of the

study.

A. Self-Regulated learning Scale

Range Description Interpretation

5 Strongly agree Indicates that the characteristic

is always manifested

4 Agree Indicate the characteristic is

often

manifested

3 Neither disagree nor agree Indicate the characteristic is

sometimes manifested

2 Disagree Indicate the characteristic is

seldom manifested

1 Strongly disagree Indicates that the characteristic

is never manifested

B. Grading Scale

Description Grading Scale Remarks

Outstanding 90-100 Passed

Very Satisfactory 85-89 Passed

Satisfactory 80-84 Passed

Fairly 75-79 Passed

Satisfactory

Did Not Meet Below 75 Failed

Expectations
Gingoog City Comprehensive National High School – Senior High School Page 19

Reliability Test

Research Protocol

To ensure the quality and reliability of the research findings, the researchers will

observe the following school Research Protocol:

1. After carefully evaluating and reviewing the manuscript for the study, the researchers

will request approval from the research adviser.

2. Once the completed text has been thoroughly examined and reviewed, the adviser

will establish the date for the proposal defense.

3. The researchers will obtain the required approval from the principal's office for the

conduct of the research after the proposal defense.

4. For expert validation and reliability testing, the researchers will get the research tools

ready. Along with the Data Analyst's certification of the pilot-testing results, letters of

approval for the validators were also generated.

5. The respondents' permission to take part in the study will also be obtained by the

researchers. The responders will also be guaranteed that all of their responses were

handled with the strictest confidentially.

6. Supplying the completed manuscript. Before setting the date of the final research

presentation, the researchers will give a copy of the manuscript to the research advisory

team for evaluation of the paper's caliber and applicability.

Gingoog City Comprehensive National High School – Senior High School Page 20

7. The research will be presented before a panel for the final research defense after the

adviser has approved the paper.

8. All of the modifications and recommendations made by the research panel will be

included by the researchers after the defense. The final paper will be reviewed and

approved by the advisor and panel.

9. Following the panel's approval of the paper, the researchers will run Grammarly and

Plagiarism checks on the text.

10. The researchers will send their chosen editor the completed paper. The researchers

will next submit the article to the adviser and research panel for signature and

permission for binding after incorporating all the modifications.

Data Gathering

Researchers will first request approval to conduct this study from the office of the

principal. After the approval, the researchers will explain the purpose of the study to the

respondents and how they will answer the questionnaire.

The questionnaire will be given to Grade 12 students on the Academic Track by

distributing it face-to-face. Using this platform will be much more applicable and

convenient for both the researcher and respondents and will also strictly follow the

health protocol as this research will be conducted within the school campus of

GCCNHS. Responses from respondents will be collected automatically and statistically

analyzed.

Statistical Treatment and Data Analysis

In order to statistically analyze the data, the study will use descriptive analysis to

address questions 1-2, such as survey questionnaires through Google Forms and

transmuted grading system. By summarizing the distribution of values in the sample by

the survey results of the respondents, this will be used to characterize the results of the
Gingoog City Comprehensive National High School – Senior High School Page 21

respondents. The total number of respondents' assessment per section will be

calculated using this. The percentage distribution of the data will be computed to aid in

understanding.

For problem number 3, inferential analysis using Pearson’s R correlation

will be used to determine the strength and direction of the relationship between Self-

Regulated Learning and Academic Achievement of Grade 12 Students in Academic

Track.

Pearson correlation Interpretation

coefficient (r) value
Greater than .5 Strong Positive Correlation

Between .3 and .5 Moderate Positive Correlation

Between 0 and .3 Weak Positive Correlation

0 No Correlation

Between 0 and –.3 Weak Negative Correlation

Between –.3 and –.5 Moderate Negative Correlation

Less than –.5 Strong Negative Correlation

Interpretation of Pearson’s R coefficient value (Turney, 2022)

Gingoog City Comprehensive National High School – Senior High School Page 22

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