The Effectiveness of Self-Correction Strategy in Improving Primary School Students' Mathematics Achievement

Autor/inn/en	Chee, Soo Mei; Abdullah, Melissa Ng Lee Yen
Titel	The Effectiveness of Self-Correction Strategy in Improving Primary School Students' Mathematics Achievement
Quelle	In: Malaysian Online Journal of Educational Sciences, 9 (2021) 4, S.41-52 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-3024
Schlagwörter	Error Correction; Learning Strategies; Mathematics Achievement; Mathematics Instruction; Instructional Effectiveness; Student Improvement; Elementary School Students; Grade 4; Preadolescents; Self Management; Metacognition; Self Efficacy; Problem Solving; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Korrektur; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; School year 04; 4. Schuljahr; Schuljahr 04; Pre-adolescence; Präadoleszenz; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-efficacy; Selbstwirksamkeit; Problemlösen; Ausland
Abstract	The use of self-correction strategy helps students to detect their own mistakes and self-correct them, thereby students self-regulate their own learning processes. It is still a strategy that is rarely researched in mathematics learning, particularly at the primary level. This study attempts to fill in the gaps by determining the effectiveness self-correction strategy on primary school students' mathematics achievement. It also aims to determine the mediating roles of problem-solving self-efficacy on the relationships between the two variables. To assess the effects of self-correction strategy empirically, a Pretest-Posttest Nonequivalent Control Group design was employed. The study involved 62 primary school students. The experimental group (n=32) applied self-correction strategy during 12 mathematics lessons while the control group (n=30) did not. Achievement of both groups was measured by the mathematics test. Students' problem-solving self-efficacy was measured by the Problem-Solving Self-Efficacy Questionnaire. Results of Analysis of Covariance (ANCOVA) found that self-correction strategy was effective in improving the experimental group's mathematics achievement [F(1, 59) = 11.00, p < 0.05, eta square = 0.157]. The results of regression analysis showed that self-efficacy was a significant mediator between the use of self-correction strategy and their mathematics achievement [F(1, 61) = 27.60, p = 0.046, [beta] = -0.201]. Implications of the findings from the educational and research standpoints were discussed and suggestions for future research were provided in this paper. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: https://mojes.um.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01