Kesan pendekatan pembelajaran kawalan-kendiri dari segi metakognitif ke atas pencapaian pelajar berdasarkan topik respirasi tingkatan empat (IR)
Self-regulated learning is one of learning method that is more students centered and more effective in learning Biology for all students. The objective of this study is to develop a module with self-regulated learning strategy and then to prove that this strategy can improve the achievement of the s...
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| Main Author: | |
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| Format: | thesis |
| Language: | zsm |
| Published: |
2008
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=916 |
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| Summary: | Self-regulated learning is one of learning method that is more students centered and more effective in learning Biology for all students. The objective of this study is to develop a module with self-regulated learning strategy and then to prove that this strategy can improve the achievement of the student in Biology. Beside that this study is also to prove that student centered learning strategy is more effective compare to conventional method. This study has been carried out to a group the student (n = 64) in two school in Manjung district. This is a quasi experimental study with factorial 2 X 2 designs. In this study, selected sample from the first school was treated with self-regulated learning strategy module was an experimental group while the sample from other school was taught using conventional method was a control group. The topic that had been selected for this study was respiration based on form four Biology syllabuses. The students from both treatment and control were divided into two categories which are high motivated group and low motivated group. The result of this studies showed that the students in experimental group ( = 21.61) have higher achievement compare to the students in control group ( = 12.06). Data analysis indicate that the difference in achievement of high motivated students in experimental group ( = 22.0) compare to the achievement of high motivated students in control group ( = 10.77) is significant. There is also a significant different in achievement of low motivated students in experimental group ( = 21.35) compare with the achievement of low motivated students in control group ( = 12.86). In general there is no significant difference in score of self-regulated learning for high motivated group ( = 2.15) compare to low motivated group. On the other side there is a significant difference in score of self-regulated for high motivated students in experimental group ( = 15.00) compare to high motivated students in conventional group ( = 20.77) but there is no significant difference for low motivated students in experimental group ( = 11.71) compare to conventional group ( = 4.05). The results of this study proposed that self-regulated learning strategy should be implementing in school because it is believed can increased students achievement. |
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