Exploring Students’ Mathematics Performance through Self-regulated Learning

This study aimed to explore students' mathematics performance through self-regulated learning among first-year college students at a state college in the southern Philippines. A total of 333 students were selected using stratified random sampling, and data were gathered through surveys and academic records. Results indicated that students had a high level of self-regulated learning and achieved a 'very good' level of mathematics performance. Correlation analysis revealed a significant positive correlation between self-regulated learning and mathematics performance in blended learning. Furthermore, regression analysis identified general self-regulation, goal-setting, resource-seeking, environment management, and time management indicators of self-regulated learning as significant predictors of mathematics performance. Recommendations were made to enhance academic and extracurricular activities by integrating self-regulation strategies through self-reflective workshops, peer mentoring programs, and interactive learning sessions.