2023/11/20 by Tesema, Elili, Degebas, Assefa
#Academic Achievement #Institutional Climate #Self-Regulated Learning
paper · doi:10.20372/star.v12i2.05
The purpose of this study was to assess the effect of self-regulated learning and institutional climate on the academic achievement of college students using a correlational research design. From the two teacher colleges of education, third-year students were selected through purposive sampling techniques to get the complete result of the students’ academic achievement. Then, a stratified simple random sampling technique was used to select 278 students proportionally from both sexes and each department. Data was collected through questionnaires on self-regulated learning and institutional climate, and a five-semester cumulative academic achievement was collected from the respective registrar offices of the colleges. The findings of the study revealed that there is a positive relationship between self-regulated learning and institutional climate and students’ academic achievement. The multiple regression analysis result also showed that self-regulated learning and institutional climate have significantly predicted the academic achievement of the students. Hence, it was concluded that self-regulated learning and institutional climate have a positive effect on the academic achievement of the students.