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A CASE STUDY OF THE EFFECTS OF A TEACHING METHOD ON STUDENTS ACADEMIC ACHIEVEMENT IN LIFE SCIENCE AND THE USE OF SELF-REGULATED LEARNING STRATEGIES Diana K. Holden Graduate School of Education, Assumption University of Thailand Abstract. The purpose of this study was to examine the effects of a teaching method on academic achievement in life science and on students use of self-regulated learning (SRL) strategies by grade eight students at Bangkok Christian International School. The method of teaching was adapted from Zimmermans cyclic model of self-regulated learning. Strategies for promoting students self-regulated learning strategies were identified through the literature review and applied into the study group: meta-cognitive strategies such as planning, monitoring, and regulating, and resource management strategies such as time management and study environment management. One sample and paired sample t-tests were used to analyze the effects of the teaching method on students academic achievement in Life Science and use of self-regulated learning strategies respectively. The results of the study and recommendations to incorporate SRL more into traditional classrooms are discussed. Keywords. Academic achievement, Life science, self-regulated learning strategies. Introduction The attainment of educational goals, whether it be getting good test scores, academic attendance or motivation for learning, is not exclusively under the control of teachers and schools. Teachers are just one factor in a learning process that involves many others. Therefore, by shifting more responsibility for their learning process back to the students, it would be empowering them to become, not only effective learners at school, but also learners for life. Each student learns in different ways and styles that are best suited to his or her needs. The methods the students use for learning enables them to be successful at school. While there are some students that are very successful at sch