Impact of Self-Regulated Learning on Academic Performance in Online and Offline Learning Environment

Abstract

This study explores the influence of self-regulated learning (SRL) on academic performance within online and offline learning environments, utilizing a mixed-methods approach. A total of 660 participants (600 students and 60 teachers) from three districts in Punjab, India, were surveyed and interviewed. Quantitative analysis revealed that students in offline settings demonstrated significantly higher SRL competencies (181.3 vs. 172.7), academic achievement (15.7 vs. 13.5), and academic engagement (APS scores: 30.6 vs. 27.8) compared to their online counterparts (p < 0.001 for all). Correlation analysis showed strong positive relationships between SRL and both academic achievement (r = 0.71) and APS scores (r = 0.68), underscoring SRL’s critical role in academic success. Qualitative findings further highlighted the benefits of offline learning, such as structured environments, real-time feedback, and peer accountability, while online learners reported issues like distraction, lack of motivation, and social isolation. The study confirmed that SRL positively impacts academic outcomes in both modalities (H1), with greater efficacy in offline settings (H4), while refuting the superiority of external guidance (H2) and online SRL advantages (H3). The findings underscore the importance of integrating SRL-supportive strategies into online