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Mathematics tests as a means to develop self-regulated learning in Singapore junior college students
Author
Yoong, Lian Teen
Supervisor
Fan, Lianghuo
Abstract
Earlier research has shown that students with good self-regulated learning skills often succeed academically (Zimmerman, 1998; Zimmerman & Martinez-Pons, 1986). Other studies provided evidence that teaching study strategies was effective only if the strategies were taught in context (Butler, 1998; Hadwin & Winne, 1996). In this study, the idea of teaching self-regulated learning within the context of traditional class tests is investigated to see whether it would help mid-achieving and low-achieving students to improve in their learning strategies for mathematics and hopefully lead to better achievement in mathematics.
Thirty-five year-one students from a junior college in Singapore went through a four-month intervention where the teacher, who is also this author, taught the self-regulated learning strategies of feedback, self-monitoring and self-evaluation through the use of traditional mathematics class tests. Data was collected using a repeated-measure design. The data consisted of test marks, pre-intervention and post-intervention surveys, and mid-intervention and post-intervention interviews. The data was analysed to assess the extent of impact that the intervention had on students' study strategies.
Analysis of the data showed no significant difference in students' survey responses before and after the intervention. However, responses to the open-ended survey question indicated that students' attitude towards class tests became significantly more positive after the intervention. About two-thirds of students responded that they noticed the difference in the teacher's handling of mathematics tests during the intervention and were comfortable with the change.
The interviews uncovered two factors which strongly influenced mid-achieving and low-achieving students' use of the self-regulated learning strategies taught in the intervention, namely students' motivation to put the self-regulated learning strategies into practice and students' perseverance in applying the self-regulated learning strategies consistently. These students were not improving in their learning of mathematics because they lacked a reasonable level of motivation to put to use the strategies they had learned, and for those who did put the strategies into practice, they did not persist in applying the strategies consistently.
The implication from this study is that students are not averse to being taught self-regulated learning strategies in the context of mathematics class tests. However, mid-achieving and low-achieving students require additional encouragement, as well as more detailed guidance on how to monitor themselves accurately so that they will be motivated to apply the strategies consistently and set realistic goals to improve in their learning of mathematics.
Thirty-five year-one students from a junior college in Singapore went through a four-month intervention where the teacher, who is also this author, taught the self-regulated learning strategies of feedback, self-monitoring and self-evaluation through the use of traditional mathematics class tests. Data was collected using a repeated-measure design. The data consisted of test marks, pre-intervention and post-intervention surveys, and mid-intervention and post-intervention interviews. The data was analysed to assess the extent of impact that the intervention had on students' study strategies.
Analysis of the data showed no significant difference in students' survey responses before and after the intervention. However, responses to the open-ended survey question indicated that students' attitude towards class tests became significantly more positive after the intervention. About two-thirds of students responded that they noticed the difference in the teacher's handling of mathematics tests during the intervention and were comfortable with the change.
The interviews uncovered two factors which strongly influenced mid-achieving and low-achieving students' use of the self-regulated learning strategies taught in the intervention, namely students' motivation to put the self-regulated learning strategies into practice and students' perseverance in applying the self-regulated learning strategies consistently. These students were not improving in their learning of mathematics because they lacked a reasonable level of motivation to put to use the strategies they had learned, and for those who did put the strategies into practice, they did not persist in applying the strategies consistently.
The implication from this study is that students are not averse to being taught self-regulated learning strategies in the context of mathematics class tests. However, mid-achieving and low-achieving students require additional encouragement, as well as more detailed guidance on how to monitor themselves accurately so that they will be motivated to apply the strategies consistently and set realistic goals to improve in their learning of mathematics.
Date Issued
2006
Call Number
QA14.S55 Yoo
Date Submitted
2006