Self-Regulated Learning in UKM

Education has always been a significant contribution to the development of human capital in terms of social and economic growth. Hence, it should be able to inspire students to foster creativity and innovation and provide them with the skills needed to compete in the modern labour market. Furthermore, education provides talented human capital and is the key driver of economic growth for developing countries. University students are, therefore, required to acquire high-level thinking skills besides being able to regulate their own learning because the self-measurement method has proven to be effective in improving students' academic achievement and learning behaviour. This paper analyses the data collected using the instrument designed by Pintrich and Zusho (2002) to assess motivation and strategies of students and to what extent these factors regulate student learning. The population used in this study were 78 students from the Circuit Theory course for the 2013/2014 session. Scores used were based on their self-regulated learning (SRL) characteristics and their impact on student learning strategies. The study found that the majority of the students still practised the traditional method of learning, namely, learning for higher grades and at the eleventh hour, just before the exam. They did not put more effort into understanding the course content and attempted only the simple assignments given. In order for these findings to be more conclusive, further study is necessary to assess the impact of interventions of SRL through teaching and learning strategies practised in the Faculty of Engineering and Built Environment, UKM such as cooperative learning and problem-based learning, among others.