Volume 9, Issue 7, July – 2024 International Journal of Innovative Science and Research Technology

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Effective Classroom Strategies and

Self-Regulated Learning Behavior among
Learners in Davao Del Norte
MARICEL G. PEREZ
The Rizal Memorial Colleges, Inc.

Abstract:- Fundamentally, effective classroom strategies teachers' effective classroom practices on learners' self-
are a measure expected to improve self-regulated regulated learning (SRL) when they transition back to full
learning behavior among learners in Braulio E. Dujali face-to-face classrooms. It emphasizes the critical
District, Davao del Norte. In this study, the researcher importance and urgency of conducting this research.
selected 185 elementary school teachers as the
respondents of the study. Stratified random sampling Recent research emphasizes the substantial difficulties
technique was utilized in the selection of the learners have in their self-regulated learning capacities as a
respondents. Non-experimental quantitative research result of sudden changes in the education system. Otoo et
design using descriptive-correlational method was al. (2018) highlights a global concern over the increasing
employed. The data collected were subjected to the reliance of primary level learners on their teachers. This
following statistical tools: Mean, Pearson Moment reliance impedes their capacity to acquire knowledge
Product Correlation and multiple linear regression autonomously. According to White (2015), a significant
analysis. Findings revealed that effective classroom number of students worldwide exhibit a lack of enthusiasm
strategies and self-regulated learning behavior among and desire, causing them to disregard modular activities and
learners in Braulio E. Dujali District, Davao del Norte subjects. This ultimately leads to poor academic
were described as extensive. Further, correlation performance in several areas of learning. Moreover,
analysis demonstrated that there is a significant according to McGlynn and Kozlowski (2016), when
relationship between effective classroom strategies and learners are not self-directed in classrooms, they develop
self-regulated learning behavior among learners in misconceptions about fundamental concepts. This, in turn,
Braulio E. Dujali District, Davao del Norte. Evidently, leads to challenges in learning and a reduced motivation to
regression analysis proved that effective classroom engage in hard and enduring activities. According to
strategies in terms of behavioral strategies were a Prudente (2011), the declining performance of Filipino
significant predictor of self-regulated learning behavior students on the National Achievement Test (NAT) in the
among learners in Braulio E. Dujali District, Davao del Philippines indicates that there are substantial issues with
Norte. In other words, effective classroom strategies learners' self-regulated learning (SRL). This highlights the
have an influence on the process in self-regulated urgent requirement for effective educational interventions.
learning behavior among learners in Braulio E. Dujali
District, Davao del Norte. The study, therefore, was On the other hand, research suggests that students who
conducted for further utilization of findings through possess excellent self-regulated learning (SRL) skills tend
publication in reputable research journal. to attain higher academic achievements. Francis et al.
(2018) discovered that students who govern their own
Keywords:- Effective Classroom Strategies, Self-Regulated learning achieve greater academic achievement. Attard
Learning Behavior, Educational Management, Davao Del (2013) observed that these learners actively participate in
Norte, Philippines. lessons, collaborate with teachers and classmates, and
engage in individual reflection in a meaningful way. Ayub
I. INTRODUCTION et al. (2016) determined that self-directed learners
proactively pursue learning opportunities within and
A. The Problem and Its Scope beyond the confines of the classroom, hence increasing
The ability to regulate one's cognition and conduct is a their likelihood of achieving success. In addition, Kim et al.
critical component of learning, significantly impacting (2015) discovered that those who are able to learn
pupils' academic achievement. Self-regulated learning independently are more inclined to efficiently retain and
(SRL) refers to the collection of skills required for store knowledge, as opposed to those who lack
successful learning in academic environments. The abilities independence in their learning.
encompassed in this list are goal planning, strategy
selection, time management, material organization, Implementing effective teaching practices is essential
adaptability in approach, performance monitoring through for promoting self-regulated learning (SRL). Raba (2017)
feedback, and making improvements for future learning observed that these tactics facilitate self-directed learning,
activities. This study seeks to investigate the impact of analytical reasoning, teamwork, and self-regulation

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abilities. According to Le et al. (2017), pedagogical namely a descriptive correlational design, to examine these
practices improve the utilization of valuable knowledge, associations. The results are anticipated to enhance the
resulting in successful learning outcomes. Millis (2014) existing information on the influence of teachers' effective
emphasized that successful classroom tactics entail classroom practices on learners' self-regulated learning
adopting a student-centered approach, wherein teachers (SRL), specifically among learners in Davao del Norte. The
possess a deep understanding of their students, exchange importance and requirement of this research are
ideas with them, and cultivate a classroom atmosphere that underscored by the imperative to tackle the decline in
promotes both teacher-student and peer interactions. academic performance and cultivate autonomous, self-
Teachers in this context convey elevated expectations for regulated learners who can excel in diverse educational
students' academic achievement by providing demanding environments.
assignments and organizing the classroom in a manner that
fosters student independence. B. Theoretical/Conceptual Framework
The study is based on three propositions: the impact of
Prior research emphasizes the connection between instructional practices on the growth of independent
teachers' successful classroom tactics and learners' self- learning, as explored by Wegner et al. (2014), and the
regulated learning. According to Wegner et al. (2014), the influence of professional development, as investigated by
utilization of various teaching tactics by teachers leads to Zakaria and Iksan (2012). According to Wegner et al.
increased student activity and engagement in the learning (2014), students are more likely to be actively engaged and
process. In their study, Abdulwahab et al. (2016) found that learn effectively when teachers employ a variety of
students who were taught utilizing cooperative instructional teaching styles, which encourages active engagement and
tactics outperformed their classmates in traditional settings. the building of meaningful knowledge. Zakaria and Iksan
Furthermore, it was seen that low-scoring students derived (2012) suggested that these tactics promote advanced
the greatest advantage from these approaches. According to cognitive skills, the sharing of resources, and the effective
Albeshtawi (2017), there is a strong connection between communication of scientific concepts, leading to deeper
effective classroom strategies, learner engagement, and and more significant learning connections.
their learning preferences. This implies that customized
teaching methods can greatly improve self-regulated The study encompasses two main variables. The
learning (SRL). independent variable is the set of effective classroom
tactics, which includes behavioral, cognitive, and affective
This study seeks to investigate and comprehend the methods as defined by Hamzeh (2014). The dependent
connections between efficient classroom tactics and variable in this study is the self-regulated learning behavior
learners' self-regulated learning (SRL) during the transition of learners, which is measured by factors such as attitude
back to fully in-person classrooms. Since SRL behaviors towards learning, learning responsibility, motivation, and
are influenced by the context, the relationships between the ability to plan. These factors were provided by Ayyildiz
these variables can differ among learners. Gaining a and Tarhan (2015). In addition, parental support acts as a
comprehensive understanding of how to effectively assist mediating factor, emphasizing the significance of both
primary school students in achieving academic success in emotional and physical presence in students' academic
the face of changing learning settings is of utmost experiences.
importance. This study utilizes quantitative methodology,

Fig 1: The Conceptual Framework of the Study

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Volume 9, Issue 7, July – 2024 International Journal of Innovative Science and Research Technology
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C. Statement of the Problem The study also examined teachers' management

The primary aim of this study was to determine which efficacy, commitment, and school leaders' leadership styles.
domains of teachers’ effective classroom strategies The major goal was to determine which successful teaching
significantly influence self-regulated learning behavior of practices significantly affect self-regulated learning in
the learners in Braulio E. Dujali District, Davao del Norte. Braulio E. Dujali District, Davao del Norte. The research
Specifically, this study sought to answer the following sought to discover crucial characteristics in these methods
questions: that affect learners' self-regulation.

 What is the Extent of Teacher’s Effective Classroom B. Research Respondents

Strategies in Braulio E. Dujali District, Davao del The study's respondents were 185 elementary school
Norte in Terms of: teachers from Braulio E. Dujali District, Davao del Norte,
selected through stratified random sampling, which
 Behavioral Strategies; involves dividing a population into sub-groups or strata
 Cognitive Strategies; and (Salkind, 2020). The stratification was based on five
 Effective Strategies? schools. Inclusion criteria required respondents to be
permanent-regular elementary school teachers who
 What is the Extent of Self-Regulated Learning Behavior voluntarily signed the ICF. The study focused solely on
of the Learners in Braulio E. Dujali District, Davao del information relevant to the research purpose and did not
Norte in Terms of: consider the teachers' gender or socio-economic status.

 Attitude Towards Learning; C. Research Instrument

 Learning Responsibility; The study utilized adapted and modified survey
 Motivation and Confidence; and questionnaires to investigate effective classroom strategies
and self-regulated learning behaviors. The first part of the
 Ability to Plan Learning?
questionnaire, based on Hamzeh (2014), assessed effective
 Is there a Significant Relationship between Teacher’s classroom strategies using three indicators: behavioral,
Effective Classroom Strategies and Self-Regulated cognitive, and effective strategies. The questionnaire
achieved high reliability with Cronbach’s alpha values of
Learning Behavior of the Learners in Braulio E. Dujali
0.893 for cognitive strategy, 0.730 for behavioral strategy,
District, Davao del Norte?
and 0.731 for effective strategy, with an overall value of
 Which domains of teacher’s effective classroom 0.934. Responses were measured on a 5-point Likert scale,
ranging from "Very Extensive" (4.20-5.00) to "Not
Strategies Significantly Influence Self-Regulated
Learning Behavior of the Learners in Braulio E. Dujali Extensive" (1.00-1.79), indicating how frequently the
strategies were observed.
District, Davao del Norte?

D. Hypotheses The second part of the instrument, adapted from

Ayyildiz and Tarhan (2015), focused on self-regulated
learning behaviors, including attitude towards learning,
 The Following Hypotheses were Tested at 0.05 Level of
learning responsibility, motivation and self-confidence, and
Significance:
ability to plan learning. The scale demonstrated strong
reliability with a Cronbach’s alpha value of 0.892.
 H01: There is no significant relationship between
Responses were also measured on a 5-point Likert scale,
teacher’s effective classroom strategies and self-
with descriptive levels ranging from "Very Extensive"
regulated learning behavior of the learners in Braulio E.
(4.20-5.00) to "Not Extensive" (1.00-1.79), indicating how
Dujali District, Davao del Norte.
often self-regulated learning behaviors were manifested.
 H02: None of the domains of teacher’s effective
classroom strategies significantly influence self-
D. Data Analysis
regulated learning behavior of the learners in Braulio E. The researcher used several statistical tools to process
Dujali District, Davao del Norte. the data: the mean characterized effective classroom
strategies and self-regulated learning, addressing objectives
II. METHOD 1 and 2; Pearson Product Moment Correlation assessed the
significant relationship between these strategies and
A. Research Design learners' self-regulated learning, addressing objective 3; and
The descriptive correlation method was used to collect Multiple Linear Analysis evaluated which domains of
research data, ideas, facts, and information in a non- effective classroom strategies significantly influenced self-
experimental approach. Quantitative research uses regulated learning, addressing objective 4.
unchanging facts and comprehensive reasoning to produce
ideas about a study subject (Babbie et al., 2010). Myers and
Well (2013) state that a correlational design establishes a
cause-and-effect link between the independent and
dependent variables and their components.

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III. RESULTS AND DISCUSSIONS indicates that teachers often employ tactics that guide
actions, which can be quantified and seen.
A. Effective Classroom Strategies in Davao del Norte
The results of this study support the claim made by
 Indicator 1: Behavioral Strategies. According to Table More and Miller (2015) that guiding behavior has a
1, teachers in Davao del Norte frequently employ favorable impact on teaching, training, and remediation by
behavioral tactics, as indicated by a mean rating of 3.61, promoting collective activity and organizational
suggesting that these strategies are commonly seen. The effectiveness. Moreover, Blazar (2016) endorses the
scores for individual items vary between 3.33 and 3.96. perspective that behavioral techniques effectively impart
The item "Using specific questions that have specific self-control by emphasizing the potential for student
answers" received a rating of 3.33, indicating a learning. Efficient classroom behavior management
moderate level of extent. On the other hand, the item improves the quality of instruction, learning, and
"Helping learners imitate desired model" received a performance.
rating of 3.96, indicating a high level of extent. This

Table 1: Extent of Effective Instructional Strategies in terms of Behavioral Strategies

 Indicator 2: Cognitive Strategies. According to Table These findings indicate that teachers often employ
2, instructors in Davao del Norte rated cognitive strategies to facilitate students' acquisition, processing,
methods as extensive, with a mean of 3.62. This retention, and retrieval of information. The findings
suggests that these tactics are frequently noticed. The corroborate Suyitno's (2017) perspective that cognitive
item ratings span from 3.24 to 3.99. The item "Ending strategies entail employing mental processes to resolve
teaching-learning situations by connecting lesson parts" problems or accomplish tasks. According to Francois
received a rating of 3.24, indicating a fairly extensive (2016), cognitive strategies are plans that learners use to
level. On the other hand, the item "Encouraging improve their performance by bridging the gap between
learners to verify information before judging" received their current knowledge and their learning goals.
a rating of 3.99, indicating an extensive level.

Table 2: Extent of Effective Classroom Strategies in terms of Congnitive Strategies

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Volume 9, Issue 7, July – 2024 International Journal of Innovative Science and Research Technology
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 Indicator 2: Effective Strategies. Table 3 shows that considered fairly extensive. On the other hand, the item
the average rating for effective tactics is 3.63, "Distributing different teaching-learning tasks on
suggesting that teachers in Davao del Norte frequently students" received a rating of 3.79, which is considered
use these teaching strategies. The item ratings vary from comprehensive. Teachers often employ tactics to
3.19 to 3.79. The item "Helping learners have enhance student confidence and vary teaching tasks.
confidence in themselves" had a rating of 3.19, which is

Table 3: Extent of Effective Classroom Strategies in terms of Effective Strategies

The findings suggest that teachers in Davao del Norte strategies have the greatest average rating of 3.63, while
commonly employ strategies that acknowledge and value effective strategies have the lowest average rating of 3.61.
the capabilities of learners, while also humanizing the This implies that teachers constantly employ techniques
learning experience. This aligns with the viewpoints of that encompass lesson organization, goals, and deliberate
Lerner et al. (2014) and Le et al. (2017), who emphasize tactics. The results corroborate the assertions made by Raba
the significance of psychological well-being and the (2017) and Temli-Dumus (2016), who underline that
enhancement of learner abilities. Table 4 presents a successful teaching methods promote self-directed learning,
summary indicating that the average rating for effective cooperation, and active participation, while also
classroom methods is 3.62, which is considered extensive. underscoring the importance of varied and dynamic
Among the different types of strategies, behavioral instructional approaches.

Table 4: Summary on the Extent of Effective Classroom Strategies of Teachers in Davao del Norte

B. Self-Regulated Learning Behavior among Learners in level. On the other hand, the item "Learners believe that
Davao del Norte what they learn is more important than getting a
passing grade" has a rating of 3.61, indicating an
 Indicator 1: Attitude Towards Learning. Table 5 extensive level. This implies that students typically
indicates that the domain of attitude towards learning place importance on learning, which aligns with Bray
has a substantial category mean of 3.30, suggesting that and McClaskey's (2015) assertion that when students
it is occasionally observed among learners. The item personalize their learning, they actively participate and
ratings vary from 2.87 to 3.61. The item "Learners evaluate their progress, leading to the integration of new
prioritize time for learning while planning a new day" material with existing knowledge and improved
has a rating of 2.87, indicating a moderately extensive learning results.

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This discovery emphasizes that although students in methods, in which students have control over the speed of
Davao del Norte may have favorable attitudes towards their learning and use a variety of strategies, result in
studying, they place great weight on comprehending the greater meaningful engagement and better retention of
subject matter rather than simply obtaining satisfactory knowledge. Therefore, cultivating such mindsets might
grades. This conduct is consistent with the viewpoint of amplify students' drive and efficiency in their academic
Bray and McClaskey (2015) that individualized learning endeavors.

Table 5: Extent of Self-Regulated Learning Behavior among Learners in Davao del Norte in terms Attitude towards Learning

 Indicator 2: Learning Responsibility. According to These results corroborate the claim made by
Table 6, learners in Davao del Norte exhibit self- Manavipour and Saeedian (2016) that students who have
regulated learning practices frequently, as indicated by confidence in their capacity to complete assignments
their category mean of 3.58. "Learners can be held perform better and participate in more demanding
responsible for their own learning" is rated 3.33 activities. Both Soyogul (2015) and Ng (2012) concur that
(moderately extensive), while "Learners use the internet students are more motivated to apply successful learning
for learning purposes instead of for leisure" is rated strategies and produce positive results when they feel that
3.73 (extensive). The scores for individual items range they have control over their academic achievement.
from 3.33 to 3.73. This implies that pupils often assume
accountability for their own education.

Table 6: Extent of Self-Regulated Learning Behavior among Learners in Davao del Norte in terms of Learning Responsibility

 Indicator 3: Motivation and Confidence. Table 7 that educators often view pupils as driven and ready to
displays a mean value of 3.64 for the motivation and learn.
self-confidence component, suggesting that self-
regulated learning behaviors are frequently observed in This supports Curtis's (2017) assertion that students
this domain. "Believing that a job well done is a reward can set objectives, evaluate their own development, and
in itself" is rated at 3.36 (moderately extensive), while extend their learning outside of traditional settings in driven
"Welcoming jobs that involve greater responsibility and learning situations. Furthermore, Horn and Staker (2013)
challenge" is rated at 3.79 (extensive). The ratings for discovered that these kinds of settings give students the
the other items range from 3.36 to 3.79. This implies freedom to regulate different facets of their learning process
and the ability to learn at any time via online platforms.

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Volume 9, Issue 7, July – 2024 International Journal of Innovative Science and Research Technology
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Table 7: Extent of Self-Regulated Learning Behavior among Learners in Davao del Norte in terms of
Motivation and Self -Confidence

 Indicator 4: Ability to Plan Learning. According to they have a strong tendency to delay in finishing
Table 8, learners in Davao del Norte have an extensive activities.
level of "ability to plan learning," with a category mean
of 3.49. Consequently, the act of planning is frequently This behavior pattern is consistent with the findings of
witnessed. The ratings for individual goods in this Brown (2014), who discovered that individuals with high
category vary from 3.38 and 3.57. The item "Learners self-efficacy, or the belief in their ability to undertake
organize study hours by making plans" had an average activities, are more inclined to participate in and effectively
grade of 3.38, indicating a modest level of extent and accomplish these tasks. On the other hand, individuals who
suggesting that it is sometimes observed. On the other have a lack of confidence in their talents or possess lower
hand, the item "Learners finish homework at the last self-efficacy tend to avoid or have difficulties when it
moment" was given an average rating of 3.57, which comes to performing certain duties. The data indicates that
indicates that this behavior is widespread and frequently students in Davao del Norte have a considerable level of
observed. This implies that although learners often proactivity in their planning and goal setting. However,
engage in a certain degree of planning and organization, there is a noticeable inclination towards procrastination,
which negatively affects their total learning efficiency.

Table 8: Extent of Self-Regulated Learning Behavior among Learners in Davao del Norte in Terms of Ability to Plan Learning

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Volume 9, Issue 7, July – 2024 International Journal of Innovative Science and Research Technology
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Table 9 presents a summary of the level of self- The findings indicate that students typically exhibit
regulated learning behavior exhibited by learners in Davao behaviors that enable them to recognize their learning
del Norte, as assessed by teachers. The overall mean rating requirements, express their accomplishments, select and
of 3.50 indicates that the conduct is classed as substantial. implement appropriate learning methods, and assess their
These students frequently exhibit self-regulated learning results. This statement is consistent with Hall's (2011)
activities. The area of motivation and self-confidence claim that self-directed learners possess an understanding
obtained the greatest mean score of 3.64, indicating that it of their learning obligations, demonstrate autonomy, and
is regularly demonstrated. On the other hand, the domain of exhibit motivation and organization. In addition, Tang and
attitude towards learning received the lowest mean score of Tseng (2013) highlight the significance of students'
3.30, suggesting that it is moderately extensive and seldom capacity to effectively exploit learning opportunities within
demonstrated. This indicates that pupils constantly display academic environments and their self-perception in relation
characteristics associated with motivation and self- to particular educational situations.
assurance, but they have a less frequent expression of a
favorable disposition towards learning.

Table 9: Summary on the Extent of Self-Regulated Learning Behavior among Learners in Davao del Norte

C. Relationship Between Effective Classroom Strategies classroom tactics increases, there is a notable improvement
and Self-Regulated Learning Behavior among Learners in learners' self-regulated learning behavior.
in Davao del Norte
The examination of the correlation between efficient Moreover, the study reveals that each category of
instructional techniques and self-directed learning behavior efficacious classroom techniques, namely behavioral
among students in Davao del Norte uncovers noteworthy strategies, cognitive strategies, and effective strategies, has
discoveries. Table 10 demonstrates a strong positive a substantial and favorable correlation with self-regulated
correlation between effective classroom strategies and self- learning behavior. More precisely, behavioral strategies
regulated learning behavior, as determined by the Pearson exhibit a correlation coefficient of \( r = 0.557 \) (p < 0.05),
Product Moment Correlation. The correlation coefficient is cognitive strategies display a correlation coefficient of \( r =
\( r = 0.461 \), indicating a significant relationship. The p- 0.308 \) (p < 0.05), and effective strategies demonstrate a
value of .000 is below the 0.05 significance level (two- correlation coefficient of \( r = 0.660 \) (p < 0.05). These
tailed), further supporting the significance of the findings emphasize the need to employ a variety of
correlation. This suggests that when the effectiveness of classroom tactics to improve students' ability to regulate
their own learning.

Table 10: Relationship between Effective Classroom Strategies and Self-Regulated Learning Behavior among
Learners in Davao del Norte

This corroborates the perspective put forth by Wegner instructional techniques employed by teachers in the
et al. (2014) that learners exhibit increased levels of activity classroom enhance students' involvement and pupils tend to
and engagement in the learning process, leading to retain experiential learning rather than just memorization.
enhanced learning outcomes, when their teachers employ Ridwan, Sutresna, and Haryeti (2019) emphasized the
diverse teaching styles inside the classroom. Furthermore, importance of employing instructional tactics to foster an
this aligns with the perspective of Khalid et al. (2013) that active classroom environment. They said that when the

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class is active, students are more likely to be engaged and cognitive, and successful techniques as predictors, is
participatory. statistically significant with an F-value of 18.301 and a p-
value below 0.05. This suggests that the use of effective
D. Influence of Effective Classroom Strategies on the Self- teaching methods in the classroom has a strong correlation
Regulated Learning Behavior among Learners in with the development of self-regulated learning behavior.
Davao del Norte In addition, the revised \( R^2 \) value of 0.258 indicates
The impact of successful classroom tactics on the self- that these techniques explain 25.80% of the variation in
regulated learning behavior of learners in Davao del Norte self-regulated learning behavior, whereas the remaining
was evaluated using multiple linear regression analysis. 74.20% is influenced by additional factors that were not
Table 11 shows that the model, which includes behavioral, investigated in this study.

Table 11: Influence of Effective Classroom Strategies on the Self-Regulated Learning Behavior among
Learners in Davao del Norte

Furthermore, the data demonstrates that only school to guarantee that they were highly reliable and
behavioral methods have a substantial impact among the internally consistent.
predictors. More precisely, there is a positive correlation
between successful classroom methods related to The results revealed that the average score for
behavioral strategies and the self-regulated learning effective classroom tactics was 3.62, which was
behavior of learners in Davao del Norte. For every unit characterized as extensive. Specifically, the mean scores for
increase in these tactics, the self-regulated learning behavioral strategies, cognitive strategies, and effective
behavior increases by 0.406. This discovery results in the strategies were 3.63, 3.62, and 3.61, respectively. The
rejection of the null hypothesis, which proposed that none average score for self-regulated learning behavior was 3.50,
of the areas of effective classroom tactics have a substantial indicating an extensive level. Specifically, the mean scores
impact on self-regulated learning behavior. This finding is were 3.30 for attitude towards learning, 3.58 for learning
consistent with the argument made by Zakaria and Iksan responsibility, 3.64 for motivation and self-confidence, and
(2012) that effective classroom strategies facilitate the 3.49 for ability to organize learning. The findings
exchange of resources among students, encourage them to demonstrated a statistically significant and positive
question each other's conclusions, and enable them to correlation between the use of successful classroom tactics
defend their ideas. These strategies promote higher-order and the adoption of self-regulated learning behavior (p-
thinking and improve the communication of scientific value of .000, r = .461, p < 0.05). Behavioral methods had a
ideas, ultimately resulting in more meaningful learning considerable impact on self-regulated learning behavior,
connections. accounting for 25.80% of its variability. This was
determined by an F-value of 18.301 and a r² value of 0.258.
IV. CONCLUSIONS AND RECOMMENDATIONS
B. Conclusions
A. Findings of the Study The study's findings led to the formulation of many
The study sought to determine the specific domain of conclusions. The educational tactics employed by
effective classroom tactics that has a major impact on self- instructors in Davao del Norte were determined to be
regulated learning behavior in learners. This was done comprehensive and effective. Both behavioral and
using a non-experimental quantitative design and a cognitive techniques, as well as effective tactics, were
correlation technique. The researcher employed stratified judged as extensive in a descriptive manner. This suggests
random sampling to pick 185 primary school teachers from that teachers often utilize organized lesson plans,
Braulio E. Dujali District, Davao del Norte. Survey instructional goals, and strategic outlines that are essential
questions that had been modified and improved were for effective teaching.
utilized. These questionnaires were evaluated in a local

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Furthermore, the level of self-regulated learning [4]. Al-Zu’bi, M. A., & Kitishat, A. R. (2013). The
behavior exhibited by learners in Davao del Norte was impact of STAD strategy on FL reading
assessed to be extensive. The dimensions of acquiring achievement of low, average, and high achieving
responsibility, desire and self-assurance, and the capacity to students in Al balqa Applied University.
strategize learning were evaluated as substantial, but the Anglisticum Journal (IJLLIS), 2(5), 96-109.
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substantial assessment. This suggests that learners 2
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own learning, effectively communicate their involvement as a holistic concept using
accomplishments, choose appropriate learning methods, Rasch/Guttman scenario scales. Journal
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discovered a substantial and favorable correlation between Retrieved from
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