The Status and Determining Factors to Develop Students Self-Regulated Behavior in Learning among Fourth Generation Universities in Ethiopia

Abstract

The main objective of the present study was to assess the status and determining factors to develop student self-regulated behavior in learning among fourth generation universities in Ethiopia. To achieve this objective, both quantitative and qualitative data were collected from primary and secondary source of data. The study employed random and purposive sampling techniques to select 270 instructors, 4 department heads and 6 well-experienced teachers. Data from the quantitative survey were analyzed using mean, standard deviation, t-test, analysis of variance and multiple regressions. Qualitative data was analyzed through thematic narration. The study found that the mean score of teacher’s practice of self-regulated behavior in learning was 2.72 and standard deviation 4.379. The independent samples t-test and One-way ANOVA indicated that, there was statistically significant mean difference in gender and educational statues of teachers’ in practice of self-regulated strategies. Women and teachers who had higher educational status performed better than other instructors. Multiple regression analysis indicated teachers’ negative attitude toward their profession and lack of commitment was significant factor for low development of self-regulated behavior in learning in fourth generation Universities in Ethiopia. However, pedagogical knowledge, teaching experience, age and educational was non- significant at P<0.05 level of significance.