Role Of Internet Usage In Enhancing Self-Regulated Learning Skills In Secondary School Students

Abstract

This study explores how internet usage, gender, and locality relate to self-regulated learning among secondary school students. The results indicate that students who use the internet less frequently tend to achieve better academic results and demonstrate stronger self-regulated learning abilities than those with higher internet engagement. Notable variations were also found across gender and locality, with female and urban students displaying higher levels of self-regulated learning compared to their male and rural peers. However, no significant combined effects were found between internet usage and either gender or locality. The outcomes underscore the importance of promoting mindful internet use and developing focused educational interventions to reduce gender and regional disparities in student autonomy and academic success.