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Developing self-regulated learners using self-assessment in the primary mathematics classroom
Author
Teong, Theodora Ying Xi
Supervisor
Cheng, Lu Pien
Abstract
The focus of this research study is to develop a self-assessment package for primary school pupils and find out its impact on pupils’ self-regulated learning skills, mathematics achievement and self-efficacy levels in mathematics.
A quasi-experimental design was used in which 80 primary 6 pupils were divided into 2 groups where the experimental group underwent a 5-month intervention period of using the self-assessment package while the control group received regular classroom instruction.
Pre- and post-intervention surveys were administered and these results, together with their academic results and focussed group interviews, were used to evaluate if the intervention had any impact on the 4 self-regulated learning processes, namely, self-evaluation and monitoring, goal setting and strategic planning, strategic implementation monitoring and strategic outcome monitoring.
The results revealed that the intervention increased pupils’ awareness of goal setting and strategic planning and ability in mathematical problem solving. Pupils in the experimental group showed greater improvement in their mathematics achievement than pupils in the control group. The intervention increased pupils’ sense of self-efficacy and they were more motivated to produce better quality work.
A quasi-experimental design was used in which 80 primary 6 pupils were divided into 2 groups where the experimental group underwent a 5-month intervention period of using the self-assessment package while the control group received regular classroom instruction.
Pre- and post-intervention surveys were administered and these results, together with their academic results and focussed group interviews, were used to evaluate if the intervention had any impact on the 4 self-regulated learning processes, namely, self-evaluation and monitoring, goal setting and strategic planning, strategic implementation monitoring and strategic outcome monitoring.
The results revealed that the intervention increased pupils’ awareness of goal setting and strategic planning and ability in mathematical problem solving. Pupils in the experimental group showed greater improvement in their mathematics achievement than pupils in the control group. The intervention increased pupils’ sense of self-efficacy and they were more motivated to produce better quality work.
Date Issued
2011
Call Number
QA14.S55 Teo
Date Submitted
2011