Abstract:
One subject that is necessary to all the Mathematics is mathematics. It is the
main vehicle for developing students’ logical thinking and higher-order cognitive
skills since it plays a major role in a number of other scientific fields such as physics,
engineering, and statistics. With these connections, strong understanding and good
achievement in mathematics of the students are required and necessary.
Many interventions are positively linked to the mathematical performance of
the students and one of which is the self-regulated learning (SRL) strategies.
According to Zimmerman (2008), self-regulated learning (SRL) is one of the
determinants of performance of the students. It is an academically effective form of
learning through which the learner set goals and make plans before starting to learn;
monitor and regulate his/her cognition, motivation and behavior during the learning
process; and reflect on his/her learning process.
With this, the researchers look for other variables that will influence the
relationship between self-regulated learning strategies and these are students’ deferred
gratification, engagement in mathematics, and their attitude towards mathematics. The
researchers believe that these three variables are also associated with the causal
relationship between SRL strategies and mathematics achievement of class IX
students.
This study determines the effect of self-regulated learning for teaching
mathematics to class IX student of Balasore district.
