Volume 15

SELF-REGULATION AS A CORRELATE OF PROBLEM-SOLVING SKILLS OF PRE-SERVICE TEACHERS IN TERTIARY INSTITUTIONS IN KWARA STATE

QUDUS, Asmau Bolanle, ISA, Salamat Bolanle, ABDULWAHAB, Rafiu Ph.D SULAIMON, Jamiu Temitope & SEUN, Adewara Oluwasegun

Abstract

Effective teaching in Nigeria requires teachers who can self-regulate to solve problems independently. With this in mind, this study investigated self-regulation as a correlate of problem-solving skills among pre-service teachers in Kwara State. Two research questions were raised for the study, and two null hypotheses were examined in the study. The study employed a correlational research design. The multistage sampling method was used to select 432 pre-service teachers from the University of Ilorin and Kwara State University, Malete. Data was collected using adapted scales: the Self-Regulation Skill Questionnaire (SRQ) and the Problem-Solving Questionnaire (PSQ). Face and content validity were established by experts in early childhood and primary education studies. SRQ yielded a reliability index of 0.76, and the reliability index of PSQ was 0.77 using Cronbach's alpha. Descriptive statistics (frequencies, percentages, mean, and standard deviation) and inferential statistics (Spearman's rank correlation) were used for analysis at a 0.05 significance level. Findings revealed that the majority of pre-service teachers exhibited a moderate level of self-regulation and problem-solving skill, and there was a significant positive relationship between self-regulation and problem-solving. skills. It can therefore be concluded that self-regulation is significantly linked to problem-solving ability in pre-service teachers. Based on these findings, it is recommended that teacher training programmes in Kwara State should explicitly integrate self-regulation strategy instruction into their curriculum to enhance pre-service teachers' problem-solving competencies.

Keywords

Self-regulation, Problem-solving Skill, Pre-service Teachers, Teacher Education, Kwara State

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