The Effect of Self-Regulatory Strategy Instruction on Science Education College Students’ Meta-Assessment Achievement

The study is going to evaluate the effectiveness of self-regulatory strategy use on the meta-assessment achievement of science education college students of State University of Malang based on different learning style and GPA backgrounds. It is hypothesized that different characteristics of students will achieve different levels of proficiency based on teaching strategy. Students from low academic achievement (low achievers) backgrounds often lack the self regulatory habits and metacognitive strategies to improve their learning performance. Students are rarely given or asked to evaluate their own performance data. Moreover, students are not shown how to use this data to plan for or inform their own learning. In an effort to increase these scores and to increase student self-regulation with regard to achievement in science, this study investigated the use of self-regulatory strategies specifically as they apply to students’ use of their own assessment data.