SELF-REGULATORY STRATEGIES AND EXTRINSIC MOTIVATION AS PREDICTORS OF EFFECTIVE LEARNING OF STATISTICS AMONG UNDERGRADUATE STUDENTS

Abstract

This study employs descriptive correlational design to determine whether self-regulatory strategies and extrinsic motivation can predict effective learning of statistics among undergraduate students. The study’s population sample consists of the second year undergraduate students in five departments of FCE, Okene, Kogi State, Nigeria

Keywords

• self-regulation
• self-regulatory strategies
• extrinsic motivation
• statistics