The Effect of'Assessment Feedback'on Students'Mathematics Learning Attitude, Learning Strategy and Self-efficacy for 8th Grade Students
| Autor: | Han-Wei Huang, 黃翰偉 |
|---|---|
| Rok vydání: | 2013 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 101 This research aims to explore the effect of “assessment feedback” on students’ mathematics learning attitude, strategy and self-efficacy in two classes of 8th graders of junior high school. The research subjects are students from two seventh-grader classes by using experimental research method at a New Taipei City Junior High School. The experimental group of 32 students was appointed randomly out of two classes. After mathematics tests on each chapter, the students were given “Assessment Feedback” pedagogy and then analyze students by applying S-P learning diagnosis chart. Their answers were classified in the Student-Problem Chart, and based on the results of the chart; the researcher then corrected their mistakes and errors by using personal quiz which was developed by the researcher. The other class was the control group of 30 students; they were given a traditional way “Revision Pedagogy”, which were explanations and corrections of mathematics problem solving questions after of each mathematics chapter test. The teaching experiment lasted for six weeks; all students took a personal prelim quiz and questionnaire on mathematics learning attitude, strategy and self-efficacy both pre- and post-experiment. The research tools were mathematical learning questionnaire and personal prelim quiz. At last the one-way ANOVA was adopted to compare the difference and changes of two classes on their mathematics learning attitude, learning strategy and self-efficacy. The major research findings are as the following: 1.The results of students who accepted different forms of feedback in self-awareness and learning ambition under the learning attitude perspective showed an insignificant difference. The results under the performance perspective, learning method, scheme, habit and manner were insignificantly. 2.The results of students who accepted different forms of feedback under learning strategy perspective in critical thinking have presented significantly differences. But drill practice strategy, organization and delicacy, monitoring strategy, adjustment strategy, scheme strategy, effort strategy, time and environment management, supporter strategy have not shown a notable difference. 3.The results of students who accepted different forms of feedback under self-efficacy perspective in effort persistency, language persuasibility, task achievement, proficient experience, replacement experience, body and mind status, and learning environment have not shown a significant difference. 4.The results of students who accepted different forms of feedback under self-awareness perspective in self-awareness and learning scheme have presented a substantial difference. But no major differences in learning ambition, learning method, learning habit and learning manner. 5.The results of students who accepted different forms of feedback under learning strategy perspective in monitoring strategy and effort strategy have not shown major differences. In drill practice strategy, organization and delicacy, monitoring strategy, adjustment strategy, scheme strategy, effort strategy, time and environment management, supporter strategy have not shown a notable difference. 6.The results of students who accepted different forms of feedback under self-efficacy perspective in replacement experience have shown a distinguishable result. But in effort persistency, language persuasibility, task achievement, proficient experience, replacement experience, body and mind status, and learning environment have not shown a significant difference. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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