A Comparative Study on Self Regulated Learning Strategy between Accounting and Business Students

Abstract

This study aims to support students and educators in developing a good learning strategy as it is perceived as one of the elements that influence one’s academic success. It was conducted to identify the differences in self-regulated learning strategy between accounting and business students. In particular, the research examines the effects of demographic factors on learning strategy for both groups . There are four selected strategies in self-regulated learning strategy namely, rehearsal, organisational, time and study environment management and peer learning. The data is obtained using questionnaire survey that is based on the Motivated Strategies for Learning Questionnaire (MSLQ). The samples consist of 196 accounting and business students in Universiti Tenaga Nasional (UNITEN). The findings revealed that there is a significant difference in time management, organisational and peer learning between accounting and business students. Furthermore, a significant difference was found in organisational strategies between male and female group of business studentsas well as peer learning strategies between urban and rural group for both accounting and business students. However, no significant differences were found in all self-regulated learning strategies between foundation and transfer credits group for both accounting and business students.