AN ANALYSIS OF SELF-REGULATED LEARNING ON MATHEMATICS EDUCATION STUDENT FKIP UNDANA

Damianus D Samo

Abstract


This research aims to explore the differences among self regulating learning aspect of math education students-FKIP Undana involving three groups of students which are the first level (the first semester), second level (fifth semester) and third level (ninth semesters) students to review the ability of the individual. The samples included 167 students that consist of 60 students of the first level (18 with high ability; 27 with average ability and 15 with low ability), 64 students of the second level (16 with high ability, 30 with average ability and 18 with low ability) and 43 students of the third level (6 with high ability, 24 with average ability and 13 with low ability). This research is a survey research. The data collection is done by distributing questionnaires on self-regulated learning to those three groups. SRL questionnaire consists of 10 aspects, goal setting, motivation, learning difficulties analysis, self-efficacy, election strategies, meta cognition, resource management, performance evaluation, evaluation of the understanding, and self-satisfaction. Two-way ANOVA was utilized in the data analysis of this study. The results of the analysis showed that, the first level group is more excellent in SRL than two other levels. In a review of capabilities, the average comparison of all three groups showed that the average-ability students excel both the high and low-ability students in SRL.

Keywords


self-regulated learning

Full Text:

PDF

References


Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Fadlelmula,K.F.,Cakiroglu,E.,& Sungur, S., (2013). Developing a structural model on the relationship Among motivational beliefs, self-regulated learning strategies, and achievement in mathematics. International journal of science and mathematics education 2013, national science council, Taiwan 2013.

Graham, S. (1991). A review of attribution theory in achievement contexts. Educational Psychology Review, 3 (1), pp. 5-39.

Murray, J. (2013). The factors that influence mathematics achievement at the Berbice campus. International journal of business and social science. 4 (10). pp.150-164.

Pape, S., J.,Bell, C.,V,.& Yetkin, I.,E. (2003). Developing mathematical thinking and Self-regulated learning: a teaching experiment in a Seventh-grade mathematics classroom. Educational studies in mathematics, kluwer academic publishers, pp.179–202.

Schraw, G. & Brooks, D.,W. (2005). Helping students self-regulate in math and sciences courses: improving the will and the skill. University of Nebraska-Lincoln, Lincoln, NE.

Tang, E. L. (2012). Self-regulated learning between low-, average-, and high-math achievers among pre-university international students in Malaysia. European Journal of Social Sciences, 30(2), pp.302-312.

Tang, E., L. (2013). Self regulated learning of pre university students in mathematics classroom. Journal of Education Science & Phychology. 3 (2), pp. 40-47.

Yip, M. C. W. (2009). Differences between high and low academic achieving university students in learning and study strategies: A further investigation. Educational Research and Evaluation, 15(6), pp. 561-570.

Yip, M. C. W., & Chung, O. L. L. (2005). Relationship of study strategies and academic performance in different learning phases of higher education in Hong Kong. Educational Research and Evaluation, 11(1), pp. 61-70.

Zimmerman, B., J. (1990). Self-regulated learning and academic. Journal of Educational Psychology, 25 (1), pp. 3-17.




DOI: https://doi.org/10.22460/infinity.v5i2.p67-74

Article Metrics

Abstract view : 1449 times
PDF - 478 times

Refbacks

  • There are currently no refbacks.