Self-Regulated Learning Strategies And Pre-University Math Performance Of International Students In Malaysia

Abstract

This study is an attempt to compare the use of self-regulated learning strategies and their math performance between home and international students in the Monash University Foundation Year (MUFY) and determine the self-regulated learning strategies that are significantly associated with their math performance. The participants of the study were 80 home students and 76 international students, where majority of the participants were in their first semester. The Learning and Study Strategies Inventory (LASSI) was used to measure students’ self-regulated learning strategies, while the math performance was measured by the final score of Fundamental Mathematics A taken in the pre-university program. The results of statistical analysis revealed that the pass rate of home students was significantly better than international students, and international students scored significantly higher than home students in Anxiety, Self-Testing and Time Management subscales of the LASSI. The results also revealed that Attitude and Self-Testing subscales were significant predictors of home students’ math performance, while Attitude and Test Strategies subscales were significant predictors of international students’ math performance. The results have significant implications for academic advising and counseling of newly arrived students, both home and international students, in the pre-university program.