| Title: |
The Effectiveness of Self-Correction Strategy in Improving Primary School Students' Mathematics Achievement |
| Language: |
English |
| Authors: |
Chee, Soo Mei; Abdullah, Melissa Ng Lee Yen |
| Source: |
Malaysian Online Journal of Educational Sciences. Oct 2021 9(4):41-52. |
| Availability: |
University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: https://mojes.um.edu.my/ |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Grade 4; Intermediate Grades |
| Descriptors: |
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 |
| Geographic Terms: |
Malaysia |
| ISSN: |
2289-3024 |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1315831 |
| Database: |
ERIC |