The effect of self-regulation (Checklist as a tool of learning) on students' motivation and achievement in biology (Record no. 20319)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02640nam a2200193Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180910s9999 xx 000 0 und d |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Zeidan, Maysoon |
| Miscellaneous information | Master, تعليم علوم الحياة |
| 245 14 - TITLE STATEMENT | |
| Title | The effect of self-regulation (Checklist as a tool of learning) on students' motivation and achievement in biology |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Beirut |
| Name of publisher, distributor, etc. | Université Libanaise - Faculté de Pédagogie - Deanship |
| Date of publication, distribution, etc. | 2014 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 59 pages |
| 500 ## - GENERAL NOTE | |
| General note | النوع : Mémoire |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | Teachers usually face problems in finding effective methods of instruction that could increase academic achievement of students. One of these problems is that students are unable to evaluate or reflect on their work and they wait for their teacher’s feedback and evaluation. From this point of view, this study aimed at examining the effects of metacognitive skills, namely self-regulation, on students’ motivation and achievement in the science (biology) classroom. This intervention had a research question and hypothesis that guided it. The design for the study was a pre-test post-test quasi-experimental design. This intervention study focused on the effect of self-regulation on students’ motivation and achievement in biology. This study was done in a public school in Lebanon on 18 students in grade 8 (N=18). The intervention was the construction of a checklist for translating a table into a graph. Pre-tests and post-tests were given to students and motivation was examined using the Science Motivation Questionnaire II, and achievement was measured using monthly exams and class-work activities. After two months, the data obtained from the tests were analyzed by using the Statistical Program for Social Sciences (SPSS), 16.0 programs. A paired samples t-test revealed a statistical reliable difference between the mean averages in the pre-test of motivation in biology (M= 58.3889; S= 8.73895) and that in the post-test (M= 70.0556; S= 4.42549) and a statistical reliable difference between the mean achievement between the pre-test (M= 12.1667; S= 2.14887) and the post-test (M= 13.7222; S= 1.93438).This indicates that the use of a checklist as a tool of learning in biology increased significantly students’ motivation in biology and their achievement. |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Sciences education Teaching Methods Students achievement |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | تعليم العلوم |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | طرق التعليم تحصيل الطلبة |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Public note | Université Libanaise - Faculté de Pédagogie - Deanship |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | بيانات الهيئة اللبنانية للعلوم التربوية |
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