The Impact of Self-Regulation-Based Strategies in Improving Learning Scientific Concepts Among Students with Learning Disabilities in the Intermediate Stage

Abstract

This study explored the self-regulated learning strategies common among students with learning disabilities in public schools compared to their regular counterparts. In the current study, the descriptive approach was followed to suit the objectives of the study. The study sample consisted of (320) students from the seventh grade, including (160) students with learning disabilities from public schools in Abha, Saudi Arabia. Another 160 students were also from the regular fourth grade in public schools. The study sample was chosen by a simple random method and at a percentage of 50% of its population.
The study used a self-regulated learning scale that Purdie had created for use in a foreign environment. The regular person knows how to learn, is self-motivated, and knows his capabilities and limitations, and based on this knowledge, he controls and organizes his learning processes, and modifies them to suit the objectives of the specific task. The results indicate that there are statistically significant differences in the strategy (goal setting and planning) and the strategy (record keeping and monitoring), depending on the variable type of student.