Quantitative analysis highlights effects of self-regulated learning and motivation on mathematics outcomes in both boarding schools and at home.
Key Points
Self-regulated learning and motivation influenced mathematics learning outcomes by 7.9% for boarding students and 8.5% for home students.
Learners at home showed a stronger positive relationship between motivation and learning compared to their peers in boarding schools.
The study utilized a quantitative approach with a survey method, analyzing data through multiple linear regression.
The findings suggest that motivation, especially intrinsic motivation, significantly supports learning outcomes at home, while other factors dominate in boarding schools.