The aim of this study was to investigate the effect of training on students’ ‎self-controlled learning, and their academic achievements at the university level.‎

In order to accomplish this aim, two available classes consisted of (100) ‎undergraduate students enrolled at the college of education sciences at An-Najah ‎University were taken for this study.  One class was served as an experimental ‎group in which students received training on how to control their learning, and the ‎other class was served as a control group in which students received no training.  ‎Another available class of (26) graduate students was taken for this study.  This ‎class was served as experimental and control group at the same time. ‎

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The three classes were surveyed by a questionnaire of two parts:  one part ‎consisted of (20) items reflecting the self-controlled learning, and the other ‎consisted of (6) semi open questions asking students about certain personal ‎information.  The questionnaire was administered twice:  One before training and ‎another after it.  At the end of the experiment, all groups have taken the ‎achievement test in the unit they’ve studied.‎

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The data was analyzed by using the appropriate statistics.  The results revealed ‎that the over all mean of self-controlled learning either for graduates or ‎undergraduates was exceeded the four points out of five (i.e., above 80%).  The ‎over all mean was also increased significantly (p<.o5) after the students received ‎training on self-controlled learning comparing to control groups.   In addition, the ‎results showed that the graduate students were higher significantly (p<.o5) on ‎self-controlled learning scale than the undergraduates.  ‎

On the other hand the results did not reveal any significant effect of self-‎controlled learning in relation to students’ sex, ability, specialization, age, and ‎health status, and academic achievements. ‎

Accordingly, the researcher recommended other researchers to increase the ‎period of training on self-controlled learning in order to let students assimilate and ‎practice it as a habit, thus, to be reflected positively on their academic ‎achievements. ‎