Effects of Combined Strategy Instruction and Attribution Retraining in Mathematics Achievement of Form One Students in A Secondary School

Students form beliefs of success and failure towards learning and these have implications on coping with their learning problems. In the process of learning, it is important for them to identify the causes of failure and success in order to achieve higher performance and acquire learning strateg...

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Main Author:	Loh, Sau Cheong
Format:	Thesis
Language:	English English
Published:	2002
Subjects:	Academic achievement Mathematics - Study and teaching
Online Access:	http://psasir.upm.edu.my/id/eprint/9328/1/FPP_2002_20.pdf
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id	my-upm-ir.9328
record_format	uketd_dc
spelling	my-upm-ir.93282024-02-20T01:40:49Z Effects of Combined Strategy Instruction and Attribution Retraining in Mathematics Achievement of Form One Students in A Secondary School 2002-10 Loh, Sau Cheong Students form beliefs of success and failure towards learning and these have implications on coping with their learning problems. In the process of learning, it is important for them to identify the causes of failure and success in order to achieve higher performance and acquire learning strategies to master their learning. This study examined the effects of combined strategy instruction and attribution retraining (SI + AR) on students' causal attributions, learning strategies and achievement. Causal attributions in this study were based on three dimensions, that is, whether the results were due to the subjects themselves (internal) or others (external), whether the causes were changing in nature (unstable) or unchanging over time and place (stable) and whether the subjects can control (controllable) or cannot control (uncontrollable) the causes concerned. A total of 133 Form One students were randomly chosen from one specific school. They formed four randomised cluster sampling classes. Subjects underwent the testing for eight days and the treatment for twenty days. The Nonequivalent Control Group Design consisting of three experimental groups and one control group was used. The experimental treatments were the SI + AR, the strategy instruction only (SI Only) and the attribution retraining only (AR Only). The control group had no treatment. All tests were administered before and after the treatment. Academic achievement Mathematics - Study and teaching 2002-10 Thesis http://psasir.upm.edu.my/id/eprint/9328/ http://psasir.upm.edu.my/id/eprint/9328/1/FPP_2002_20.pdf text en public doctoral Universiti Putra Malaysia Academic achievement Mathematics - Study and teaching Faculty of Educational Studies Elias, Habibah English
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English English
advisor	Elias, Habibah
topic	Academic achievement Mathematics - Study and teaching
spellingShingle	Academic achievement Mathematics - Study and teaching Loh, Sau Cheong Effects of Combined Strategy Instruction and Attribution Retraining in Mathematics Achievement of Form One Students in A Secondary School
description	Students form beliefs of success and failure towards learning and these have implications on coping with their learning problems. In the process of learning, it is important for them to identify the causes of failure and success in order to achieve higher performance and acquire learning strategies to master their learning. This study examined the effects of combined strategy instruction and attribution retraining (SI + AR) on students' causal attributions, learning strategies and achievement. Causal attributions in this study were based on three dimensions, that is, whether the results were due to the subjects themselves (internal) or others (external), whether the causes were changing in nature (unstable) or unchanging over time and place (stable) and whether the subjects can control (controllable) or cannot control (uncontrollable) the causes concerned. A total of 133 Form One students were randomly chosen from one specific school. They formed four randomised cluster sampling classes. Subjects underwent the testing for eight days and the treatment for twenty days. The Nonequivalent Control Group Design consisting of three experimental groups and one control group was used. The experimental treatments were the SI + AR, the strategy instruction only (SI Only) and the attribution retraining only (AR Only). The control group had no treatment. All tests were administered before and after the treatment.
format	Thesis
qualification_level	Doctorate
author	Loh, Sau Cheong
author_facet	Loh, Sau Cheong
author_sort	Loh, Sau Cheong
title	Effects of Combined Strategy Instruction and Attribution Retraining in Mathematics Achievement of Form One Students in A Secondary School
title_short	Effects of Combined Strategy Instruction and Attribution Retraining in Mathematics Achievement of Form One Students in A Secondary School
title_full	Effects of Combined Strategy Instruction and Attribution Retraining in Mathematics Achievement of Form One Students in A Secondary School
title_fullStr	Effects of Combined Strategy Instruction and Attribution Retraining in Mathematics Achievement of Form One Students in A Secondary School
title_full_unstemmed	Effects of Combined Strategy Instruction and Attribution Retraining in Mathematics Achievement of Form One Students in A Secondary School
title_sort	effects of combined strategy instruction and attribution retraining in mathematics achievement of form one students in a secondary school
granting_institution	Universiti Putra Malaysia
granting_department	Faculty of Educational Studies
publishDate	2002
url	http://psasir.upm.edu.my/id/eprint/9328/1/FPP_2002_20.pdf
_version_	1794018822369312768

Effects of Combined Strategy Instruction and Attribution Retraining in Mathematics Achievement of Form One Students in A Secondary School

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