Self-Regulatory Learning Skills of Undergraduate Students of Rehabilitation Sciences at Khyber Medical University Peshawar: A Cross-Sectional Study Self-Regulatory Learning Skills in Rehabilitation Sciences Students
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Abstract
Background: Self-regulated learning (SRL) is a crucial skill for students, enabling them to manage their learning, set goals, and evaluate their progress. SRL skills are particularly important for students in healthcare education, where independent learning is vital for academic and professional success.
Objective: This study aimed to evaluate the self-regulatory learning skills of undergraduate rehabilitation sciences students at Khyber Medical University, Peshawar, and identify areas of improvement.
Methods: A cross-sectional study was conducted from May to August 2024, including 166 undergraduate students from physical therapy, speech-language pathology, occupational therapy, prosthetics and orthotics, and audiology programs. Data were collected using a self-regulatory learning questionnaire on a 5-point Likert scale. Participants were selected through simple random sampling, and data analysis was performed using SPSS version 25. Descriptive statistics were calculated, and chi-square tests were used to assess associations between SRL skills and demographic variables.
Results: The mean age of participants was 20.69 years (SD = 1.87). Most students showed good SRL skills (44%), followed by average (27.7%), poor (15%), and excellent (13.3%).
Conclusion: While most students showed good SRL skills, a significant number showed average and poor skills, highlighting the need for curriculum interventions to improve SRL
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