德尔塔中央参议院地区生物学学生学业成就和保持效果的自我调节学习策略与讲授法的影响

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.