Utilization of Self-Regulated Learning Strategies and Critical Thinking Dispositions among Learners in Grade 6

Abstract

This study aimed to determine the extent of self-regulated learning (SRL) strategy use and its relationship to the critical thinking disposition of Grade 6 learners. Specifically, it examined learners’ SRL practices in establishing self-study strategies, managing structured learning environments, exercising time management, and setting learning goals. Additionally, it assessed the level of critical thinking disposition and analyzed the significant relationships between SRL strategies and critical thinking. The study employed a descriptive-correlational design and was conducted in the San Fernando II District, Division of Bukidnon, Philippines, involving 225 Grade 6 learners selected through random sampling. Data were collected using an adapted instrument from Prudente and Acar (2021), which yielded a Cronbach’s alpha of 0.952. Weighted mean and standard deviation were used to determine the extent of SRL utilization and the level of critical-thinking disposition. At the same time, Pearson product-moment correlation analysis was used to assess the relationships among variables.
Findings revealed that learners’ utilization of SRL strategies in all dimensions was very high, indicating strong autonomy and disciplined learning behaviors. The level of critical thinking disposition was also very high, reflecting learners’ curiosity, persistence, problem-solving, and reflective thinking. Correlational analysis demonstrated significant relationships between all SRL dimensions and critical thinking disposition, suggesting that learners who actively regulate their learning are more likely to develop higher-order cognitive skills.
Based on these findings, it is recommended that learners continue to strengthen SRL practices with parental support, that school administrators provide programs and resources that promote SRL, and that future researchers investigate additional factors influencing SRL and critical thinking, including subject-specific effects and broader academic outcomes. These measures aim to enhance learners’ independent learning habits, cognitive growth, and capacity for critical thinking.