Effects of Self-Regulation Strategies Training on Secondary Students’ Attitude and Self-Reflection Toward Mathematics
The purpose of this study was to examine whether practicing self-regulation strategies involved setting goals, selfevaluation and self-correction on formative tests improved students’ positive attitudes toward learning mathematics. The students’ attitudes toward mathematics were measured of the fa...
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| Format: | Article |
| Language: | English |
| Published: |
Eastern Mennonite University
2018-05-01
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| Series: | Journal of Research in Science, Mathematics and Technology Education |
| Subjects: | |
| Online Access: | http://www.estej.com/wp-content/uploads/2018/07/JRSMTE-V1-2-2_TEE_PUB.pdf |
| _version_ | 1797425418193600512 |
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| author | Kiew Nee Tee Kwan Eu Leong Suzieleez Syrene Abdul Rahim |
| author_facet | Kiew Nee Tee Kwan Eu Leong Suzieleez Syrene Abdul Rahim |
| author_sort | Kiew Nee Tee |
| collection | DOAJ |
| description | The purpose of this study was to examine whether practicing self-regulation strategies involved setting goals, selfevaluation
and self-correction on formative tests improved students’ positive attitudes toward learning mathematics. The students’
attitudes toward mathematics were measured of the factors in their perceived confidence, motivation, usefulness of the subject,
and perception about teacher’s attitude toward their learning. The study also aimed at exploring self-regulation characteristics of
different performing groups of mathematics achievement so that appropriate instructional design can be introduced and imposed
within the mathematics classroom. The study utilized a one-group pretest-posttest design for exploratory purposes. The selfregulation
strategies were introduced to 46 tenth-grade secondary students. Their perceived motivation, confidence, anxiety,
usefulness of the subject, and perception about teacher’s attitude were measured as the pretest measures before they were trained
with setting goals, self-evaluation, and self-correction strategy training. These measures of the factors were compared at the end
of the academic year. The study found that students’ perceived confidence, motivation, usefulness of the subject, and perception
about teacher’s attitude toward student learning were significantly different after they underwent the training. The high-performing
group of students was more confident, motivated, less anxious, and highly engaged in self-reflection as compared to their
counterparts, low-performing group of students. In addition, students’ confidence, motivation, anxiety, and engagement in self reflection were found significantly correlated with mathematics performance. |
| first_indexed | 2024-03-09T08:15:52Z |
| format | Article |
| id | doaj.art-9030ec5c3ed244358de1e325197b7209 |
| institution | Directory Open Access Journal |
| issn | 2577-6789 |
| language | English |
| last_indexed | 2024-03-09T08:15:52Z |
| publishDate | 2018-05-01 |
| publisher | Eastern Mennonite University |
| record_format | Article |
| series | Journal of Research in Science, Mathematics and Technology Education |
| spelling | doaj.art-9030ec5c3ed244358de1e325197b72092023-12-02T22:19:11ZengEastern Mennonite UniversityJournal of Research in Science, Mathematics and Technology Education2577-67892018-05-011214316810.31756/jrsmte.122Effects of Self-Regulation Strategies Training on Secondary Students’ Attitude and Self-Reflection Toward MathematicsKiew Nee Tee0Kwan Eu Leong1Suzieleez Syrene Abdul Rahim2 University of Malaya University of Malaya University of MalayaThe purpose of this study was to examine whether practicing self-regulation strategies involved setting goals, selfevaluation and self-correction on formative tests improved students’ positive attitudes toward learning mathematics. The students’ attitudes toward mathematics were measured of the factors in their perceived confidence, motivation, usefulness of the subject, and perception about teacher’s attitude toward their learning. The study also aimed at exploring self-regulation characteristics of different performing groups of mathematics achievement so that appropriate instructional design can be introduced and imposed within the mathematics classroom. The study utilized a one-group pretest-posttest design for exploratory purposes. The selfregulation strategies were introduced to 46 tenth-grade secondary students. Their perceived motivation, confidence, anxiety, usefulness of the subject, and perception about teacher’s attitude were measured as the pretest measures before they were trained with setting goals, self-evaluation, and self-correction strategy training. These measures of the factors were compared at the end of the academic year. The study found that students’ perceived confidence, motivation, usefulness of the subject, and perception about teacher’s attitude toward student learning were significantly different after they underwent the training. The high-performing group of students was more confident, motivated, less anxious, and highly engaged in self-reflection as compared to their counterparts, low-performing group of students. In addition, students’ confidence, motivation, anxiety, and engagement in self reflection were found significantly correlated with mathematics performance.http://www.estej.com/wp-content/uploads/2018/07/JRSMTE-V1-2-2_TEE_PUB.pdfAnxiety; Confidence; Motivation; Self-evaluation; Self-correction. |
| spellingShingle | Kiew Nee Tee Kwan Eu Leong Suzieleez Syrene Abdul Rahim Effects of Self-Regulation Strategies Training on Secondary Students’ Attitude and Self-Reflection Toward Mathematics Journal of Research in Science, Mathematics and Technology Education Anxiety; Confidence; Motivation; Self-evaluation; Self-correction. |
| title | Effects of Self-Regulation Strategies Training on Secondary Students’ Attitude and Self-Reflection Toward Mathematics |
| title_full | Effects of Self-Regulation Strategies Training on Secondary Students’ Attitude and Self-Reflection Toward Mathematics |
| title_fullStr | Effects of Self-Regulation Strategies Training on Secondary Students’ Attitude and Self-Reflection Toward Mathematics |
| title_full_unstemmed | Effects of Self-Regulation Strategies Training on Secondary Students’ Attitude and Self-Reflection Toward Mathematics |
| title_short | Effects of Self-Regulation Strategies Training on Secondary Students’ Attitude and Self-Reflection Toward Mathematics |
| title_sort | effects of self regulation strategies training on secondary students attitude and self reflection toward mathematics |
| topic | Anxiety; Confidence; Motivation; Self-evaluation; Self-correction. |
| url | http://www.estej.com/wp-content/uploads/2018/07/JRSMTE-V1-2-2_TEE_PUB.pdf |
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