The Effect of Cooperative Learning on Students’ Achievement and Views on the Science and Technology Course
The purpose of this research was to determine the effect of formative testing and self-directed learning on mathematics learning outcomes. The research was conducted at an elementary school in central Jakarta during the 2014/2015 school year. Seventy-two fourth-grade students who were selected using random sampling participated in this study. Data were obtained through testing and were analyzed using a two-line analysis of variance (ANOVA) according to the treatment design and level of self-directed learning. The results showed that (1) mathematics learning outcomes differ between students who are given formative essay tests and those who are given formative multiple choice tests; (2) there is an interaction effect between formative testing and self-directed learning on mathematics learning outcomes; (3) students with high levels of self-directed learning have better learning outcomes when given formative essay tests than when given formative multiple choice tests; and (4) students with low levels of self-directed learning show no difference in mathematics learning outcomes based on whether they are given formative essay tests or multiple choice tests.
|Pages||507 - 524|
|Issue||IEJEE, Volume 8, Issue 3|
|Date of acceptance||28 January 2016|
Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice Hall Inc.
Arifin, Z. (2009). Evaluasi pembelajaran [Learning evaluation]. Bandung, Indonesia: PT Remaja Rosdakarya (ROSDA).
Badger, E., & Thomas, B. (1992). Open-ended questions in reading. Practical assessment. Research & Evaluation, 3(4), 1.
Banarjee, P., & Kumar, K. (2014). A study on self regulated learning and academic achievement among the science graduate student. International Journal of Multidisciplinary Approach & Studies, 1(6), 329-342.
Boston, C. (2002).The concept of formative assessment. Practical assessment. Research & Evaluation, 8(9), 1.
Büyükkarci, K. (2014). Assessment beliefs and practices of language teachers in primary education. International Journal of Instruction, 7(1), 108.
Camahalan, F. M. G. (2006). Effects of self regulated learning on mathematics achievement of selected southeast Asian children. Journal of Instructional Psychology. 33(3), 194.
Cangelosi, J. S. (2007). Classroom management strategies: Gaining and maintaining students’ cooperation (6th ed.). Hoboken, NJ: Wiley.
Çiftçi, Ş., & Koza. (2015). Effects of secondary school students' perceptions of mathematics education quality on mathematics anxiety and achievement. Educational Sciences: Theory & Practice, 15(6), 1487.
Cleary, T. J.,& Chen, P. P. (2009).Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context. Journal of School Psychology, 47(5), 291-314. doi:10.1016/j.jsp.2009.04.002
Costa, A. L., & Kallick, B. (2004). Launching self-directed learners. Educational Leadership, 62(1), 51-52.
Cronbach, L. J. (1994). Essentials of psycological testing. New York, NY: Harper & Row.
Davis, B. (2015). The mathematics that secondary teachers (need to) know. Revista Española de Pedagogía, 73(261), 321-342.
Dewey, J. (2012). Democracy and education. LaVergne, TN: Simon & Brown.
Dodge, J. (2009). 25 quick formative assessments for a differentiated classroom. Sydney, Australia: Scholastic Teaching Resources.
Eggen, P., & Kauchak, D. (2007). Educational psychology: Window on classrooms. Upper Saddle River, NJ: Pearson Prentice Hall.
Embo, M. P., Driessen, E. W., Valcke, M. & Van der Vleuten, C. P. (2010). Assessment and feedback to facilitate self-directed learning in clinical practice of Midwifery students. Medical Teacher, 32(7), e263-e269.
Gavriel, J. (2013). Assessment for learning: A wider (classroom-researched) perspective is important for formative assessment and self-directed learning in general practice. Education for Primary Care, 24(2), 93-96.
Good,T. L., & Brophy, J. E. (2007). Looking in classrooms (10th ed.). Needham Heights, MA: Allyn & Bacon.
Gregory, R. J. (2000). Psychological testing: History, principles and applications (3rd ed.). Boston, MA: Allyn and Bacon.
Gronlund, N. E., & Linn, D. R. L. (1990). Measurement and evaluation in teaching (6th ed.). New York, NY: Macmillan Publishing Company.
Hapsari, S. A. (2013). Kontribusi kemandirian terhadap hasil belajar matematika ditinjau dari fasilitas belajar dan jarak tempat tinggal siswa [The contribution of independence of the results of learn math in terms of facilities learning and the distance between their houses students]. Retrieved from http://eprints.ums.ac.id/23458/12/NASKAH_PUBLIKASI.pdf
Hopkins, David (1986). Evaluation For School Development. United Kingdom: Open University Press Publishers.
Hopkins, K. (2005). Educational and psychological measurement and evaluation (7th ed.). Englewood Cliffs, NJ: Prentice Hall.
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York, NY: Association Press.
Kramarski, B., & Revach, T. (2009). The challenge of self-regulated learning in mathematics teachers' professional training. Educational Studies in Mathematics, 72(3), 379-399. doi:10.1007/s10649-009-9204-2
López Vargas, O., Hederich-Martinez, C., & Camargo Uribe, Á. (2012). Mathematics achievement, self regulated learning and cognitive style. Suma Psicológica, 19(2), 39-50.
Lai, Y., Zhu, X., Chen, Y., & Li, Y. (2015). Effects of mathematics anxiety and mathematical metacognition on word problem solving in children with and without mathematical learning difficulties. PLoS One, 10(6), e0130570. doi:10.1371/journal.pone.0130570
Metallidou, P., & Vlachou, A. (2010). Children’s self regulated learning profile in language and mathematics: The role of task value beliefs. Psychology in the Schools, 47(8), 780-788.
Morrow Jr., J. R., Mood, D., Disch, J., & Kang, M. (2005). Measurement and evaluation in human performance.Champaign, IL: Human Kinetics Publishing House.
Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2011). International student achievement in the TIMSS mathematics content and cognitive domains. In TIMSS 2011 international results in mathetmatics (pp. 139-171). Retrieved from http://timssandpirls.bc.edu/timss2011/downloads/T11_IR_M_Chapter3.pdf
Munasco, M. (2013).The formative test form, teachers’ qualification, and students’ achievement in physics by controlling the students’ prior knowledge. Jurnal Evaluasi Pendidikan, 4(1), 37-51. Retrieved from http://www.library.gunadarma.ac.id/journal/view/11011
Nash, C. (2014). Founders’ continuing roles in schools supporting self-directed learning. Interchange, 45(1/2), 43-57.
Nitko, A. J. (2001). Educational assessment of student (3rd ed.). Upper Saddle River, NL: Merrill.
Nurlu, Ö, (2015). Investigation of Teachers’ Mathematics Teaching Self-efficacy. International Electronic Journal of Elementary Education, 8(1), 24.
Ocak, G., & Yamaç, A. (2013). Examination of the relationships between fifth graders’ self-regulated learning strategies, motivational beliefs, attitudes, and achievement. Educational Sciences: Theory & Practice. 13(1),380-387.
Osborne, J. H. (2015). The charge is ours: Teaching elementary school mathematics through best practice and common core initiatives. Delta Kappa Gamma Bulletin, 82(1), 23-25.
Oyediji, O., & Okwilagwe, E. (2015). Investigating the effects of self-directed learning and collaborative methods on junior secondary school students social studies learning outcomes in Oyo state, Nigeria. Problems of Education in the 21st Century, 64, 38-52.
Petty, G. (2009). Teaching today: A practical guide (4th ed.). Cheltenham, England: Nelson Thornes.
Popham, W. J. (1995). Classroom assessment: What teachers need to know. Needham Heights, MA: Allyn and Bacon.
Putri, R., & Indra, I. (2010). Pengaruh pendekatan pembelajaran dan bentuk tes formatif terhadap hasil belajar matematika dengan mengontrol ıntelegensi siswa sd di Palembang [The effect of learning approach dan formative test to mathematic learning outcome: Study in Palembang public elementary student] (Postgraduate dissertation, Jakarta State University, Indonesia).
Rahman, N. A. A. A., & Lee, M. F. N. (2014). Communication in teaching and learning mathematics: Teachers’ perspective. AIP Conference Proceedings, 1605, 730-733. doi:10.1063/1.4887680
Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85–94. doi:10.1207/s15326985ep4002_3.
Scott, K. W. (2006). Self-directed learners’ concept of self as learner: Congruous autonomy. International Journal of Self-Directed Learning, 3(2), 1-13.
Srivastava, T., Waghmare, L. S., & Vagha, S. J. (2015). Revisiting feedback practices in formative assessment of Indian Medical Schools. National Journal of Physiology, Pharmacy & Pharmacology, 5(1), 1-4. doi:10.5455/njppp.2014.4.270620141
Stiggins, R. (2001). Student-involved classroom assessment (3rd. ed). Upper Saddle River, NJ: Merrill Prentice-Hall.
Tavani, C. M., & Losh, S. C. (2003). Motivation, self confident and expectations as predictors of the academic performances among our high school students. Child Study Journal, 33(3), 141-152.
Thomas, J. W. (1993). Promoting independent learning in the middle grades: The role of instructional support practices. Elementary School Journal, 93(5) 575-591. doi:10.1086/461741
Tella, A, (2008). Teacher Variables As Predictors of Academic Achievement of Primary School Pupils Mathematics, International Electronic Journal of Elementary Education, 1(1) 17.
Van Merriënboer, J. J. G., & Sluijsmans, D. M. A. (2009). Toward a synthesis of cognitive load theory, four-component instructional design, and self-directed learning. Educational Psychology Review, 21(1), 55–66. doi:10.1007/s10648-008-9092-5
Wiersma, W., & Jurs, S. G. (1990). Educational measurement and testing (2nd ed.). Retrieved from http://www.clr.ui.ac.id/wp-content/uploads/2010/10/Educational-Measurement-and-Testing.pdf
Winne, P. H. (1995). Inherent details in self -regulated learning. Journal of Educational Psychology, 30(4), 173–187. doi:10.1207/s15326985ep3004_2
Yang, D.-C., & Li, M. N. (2013). Assessment of animated self-directed learning activities modules for children’s number sense development. Educational Technology & Society, 16(3), 44-58.
Zimmerman, B. J. (1990). A study on self-regulated learning and academic achievement: An overview. Journal of Educational Psychologist, 25(1), 13.
Zimmerman, B. J. (2008). Investigating self -regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. doi:10.3102/0002831207312909
Timothy A. BRUSSEAU, James C. HANNON
Fahretdin Hasan ADAGİDELİ , Seda SARAÇ, Engin ADER
Ercan ARI, Berfu KIZILASLAN TUNÇER, Mehmet Kaan DEMİR
İsmail Özgür ZEMBAT
Abdullah M. SERAYE
Nuray KURTDEDE FİDAN
Miftachul HUDA , Kamarul Azmi JASMI , Aminudin HEHSAN , Mohd Ismail MUSTARI , Masitah SHAHRILL , Bushrah BASIRON , Saikou Kawsu GASSAMA