東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The effect of self-regulatory and me...

Fouche, Jaunine.

Linked to FindBook

Google Book

Amazon

博客來

The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics./
Author:	Fouche, Jaunine.
Description:	129 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3558317
ISBN:	9781303027154

The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics.
Fouche, Jaunine.

The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics. - 129 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2013.

The purpose of this nonequivalent control group design study was to evaluate the effectiveness of metacognitive and self-regulatory strategy use on the assessment achievement of 215 9th-grade, residential physics students from low socioeconomic status (low-SES) backgrounds. Students from low-SES backgrounds often lack the self-regulatory habits and metacognitive strategies to improve academic performance. In an effort to increase these scores and to increase student self-regulation and metacognition with regard to achievement in physics, this study investigated the use of metacognitive and self-regulatory strategies specifically as they apply to students' use of their own assessment data. Traditionally, student performance data is used by adults to inform instructional and curricular decisions. However, students are rarely given or asked to evaluate their own performance data. Moreover, students are not shown how to use this data to plan for or inform their own learning. It was found that students in the overall and algebra-ready treatment groups performed significantly better than their control group peers. These results are favorable for inclusion of strategies involving self-regulation and metacognition in secondary physics classrooms. Although these results may be applicable across residential, impoverished populations, further research is needed with non-residential populations.

ISBN: 9781303027154Subjects--Topical Terms:

1669073
Education, Instructional Design.

The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics.
LDR:02348nam a2200289 4500 001 1960944
005 20140701144850.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303027154
035 $a (MiAaPQ)AAI3558317
035 $a AAI3558317
040 $a MiAaPQ $c MiAaPQ
100 1 $a Fouche, Jaunine. $3 2096725
245 1 4 $a The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics.
300 $a 129 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Scott B. Watson.
502 $a Thesis (Ed.D.)--Liberty University, 2013.
520 $a The purpose of this nonequivalent control group design study was to evaluate the effectiveness of metacognitive and self-regulatory strategy use on the assessment achievement of 215 9th-grade, residential physics students from low socioeconomic status (low-SES) backgrounds. Students from low-SES backgrounds often lack the self-regulatory habits and metacognitive strategies to improve academic performance. In an effort to increase these scores and to increase student self-regulation and metacognition with regard to achievement in physics, this study investigated the use of metacognitive and self-regulatory strategies specifically as they apply to students' use of their own assessment data. Traditionally, student performance data is used by adults to inform instructional and curricular decisions. However, students are rarely given or asked to evaluate their own performance data. Moreover, students are not shown how to use this data to plan for or inform their own learning. It was found that students in the overall and algebra-ready treatment groups performed significantly better than their control group peers. These results are favorable for inclusion of strategies involving self-regulation and metacognition in secondary physics classrooms. Although these results may be applicable across residential, impoverished populations, further research is needed with non-residential populations.
590 $a School code: 1052.
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Secondary. $3 539262
690 $a 0447
690 $a 0714
690 $a 0533
710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertation Abstracts International $g 74-08A(E).
790 $a 1052
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3558317