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Student heuristics and successful implementation of self-regulation strategies of learning: Mixed methods approach

Posted on:2014-02-16Degree:Ed.DType:Dissertation
University:Northeastern UniversityCandidate:McSweeney, Linda SFull Text:PDF
The lack of fourth grade student math achievement at the local and district levels has caused considerable concern for all stakeholders. The statistical representation of the achievement gap defined by socioeconomic levels and subgroup analysis has not provided a comprehensive representation of the reasons students fail to achieve. Research findings reflect an increased awareness that the disparity among groups can be influenced by students' ability to direct their learning. This work offers an opportunity to examine and extend research findings to focus on students' ability to manage their learning and actively direct the learning and assessment process.;The purpose of this mixed methods study was to explore the question that if students became the managers of their mathematical learning (using the method of self-regulation, analysis of meta-cognitive reflection, and self-assessment), would a measurable positive gain in mathematical achievement result? Application of a social cognitive lens would expand research to further examine the factors to which fourth grade students from different mathematical achievement levels attribute success or failure. The transformation from a teacher-directed assessment to a student self-assessment was implemented here by having students graph individual mathematical performance from formative assessments throughout one math unit. Currently, the teacher is grading student performance without instituting a self-assessment component within the math unit of study. For this mixed methods study, qualitative data was gathered from 23 students within a self-contained classroom. Participating students were asked to respond to questions that focused on self-regulation for learning, mathematical problem solving, and efficacy. Self-selected parent participants of students studied were asked to respond to questions that explored mathematical experiences, support provided, and influence of goal setting. Additionally, the teacher participant was asked to share math training and background, perceived student changes during the study, and influence of goal setting. Quantitative data was gathered using a pretest-posttest non-equivalent groups design during an eleven-week unit of mathematical study.;The teacher-student dynamic within a math classroom yields valuable information regarding the implementation of self-regulated strategies and performance levels. Clearly, it is within the dynamic exchange of ideas and understanding of each student's construction of knowledge, self-regulated strategies, and self-assessment that solid evidence can be ascertained to pinpoint factors that can potentially narrow the mathematical achievement gap. The prime research questions for this investigation are: 1) To what factors do students from different achievement levels attribute their successes or failures? and 2) What effect would a self-assessment tool have on student performance?...
Keywords/Search Tags:Student, Achievement, Mixed methods, Levels, Self-assessment, Self-regulation, Strategies
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