Self-Regulated Learning, Non-Cognitive Factors, and Biology Achievement: Evidence from Some Nigerian Secondary Schools

Biology remains one of the most challenging subjects for Nigerian secondary school students, with persistent underachievement despite ongoing curricular reforms. This study examined the extent to which self-regulated learning (SRL) strategies and non-cognitive factors predict biology achievement. A descriptive correlational design was employed with a sample of 633 SS2 students drawn through multi-stage cluster sampling. Data were collected using three validated instruments: the Factors Affecting Learning of Biological Concepts Questionnaire (α = .71), an adapted Motivated Strategies for Learning Questionnaire (α = .91), and a Biology Achievement Test (α = .72). Multiple regression analyses revealed that metacognitive regulation and rehearsal strategies significantly predicted achievement, while interest and teaching quality emerged as the strongest non-cognitive predictors. When combined, cognitive, metacognitive, and non-cognitive variables explained substantial variance in biology performance. The findings highlight the need for pedagogy that integrates SRL support with motivational and contextual interventions. Implications are discussed for theory development, instructional design, and educational policy in under-resourced contexts.