Factors of Self-Regulated Learning in the Online Component of Blended Learning Among Private Junior High School Students

Abstract

Blended Learning has become an integral component of the Philippine education system, placing increased responsibility on learners to plan, monitor, and evaluate their own learning, particularly in the online component of this modality. This study examined the factors that facilitate and inhibit self-regulated learning (SRL) among private junior high school students engaged in blended learning environments. It also examined the mechanisms through which these factors influenced students’ self-regulated learning behaviors and the essential student needs that emerged from them. Using an explanatory-sequential mixed-method design, the study administered the Self-Regulation for Learning Online (SRL-O) questionnaire to 442 students from two private schools to identify the key facilitating and inhibiting factors. This was followed by focus group discussions that explored how these factors shaped students’ self-regulation in online learning contexts. Quantitative results revealed that Online Social Support and Online Metacognition emerged as the most prominent facilitating factors, while Online Study Environment and Online Negative Achievement Emotion surfaced as potential inhibiting factors. Qualitative findings further explained how online peer collaboration and metacognitive strategies supported students’ SRL, while environmental constraints and negative achievement emotions hindered it. Synthesizing these findings enabled the study to identify key student needs that must be addressed to strengthen facilitating conditions and mitigate inhibiting one.