Self-Regulated Learning Predicting Scientific Literacy Amid Low Information Literacy CHEM-SSI

This study examined information literacy profiles among secondary school students and investigated whether self-regulated learning (SRL) predicted scientific literacy among students with very low information literacy. It also evaluated scientific literacy outcomes after socioscientific chemistry learning supported by an E-Bulletin on atomic structure. A sequential explanatory correlational design with an embedded intervention component was employed. A total of 131 students from six secondary schools completed an Information Literacy Questionnaire. Of these, 28 students classified as having very low information literacy completed a Self-Regulated Learning Scale and a Three-Tier Scientific Literacy Test after the E-Bulletin-based socioscientific chemistry intervention. Data were analysed using descriptive statistics, Pearson correlation, multiple regression, and effect size analysis. Information literacy was predominantly moderate, while 21.37% of students were categorised as very low. This subgroup demonstrated moderate SRL and high scientific literacy after the intervention. SRL was strongly associated with scientific literacy (r = .742, p < .001), with self-evaluation emerging as the strongest predictor (? = .334, p = .004). Large to very large effect sizes were observed. These findings indicate that SRL significantly predicts scientific literacy and that socioscientific E-Bulletin chemistry learning can support students with limited information literacy.