Self-Regulation Test-Taking Strategies for Mathematics

Kiew Nee Tee (1), Kwan Eu Leong (2), Suzieleez Syrene Abdul Rahim (3)
(1) University of Malaya, Malaysia, Malaysia,
(2) University of Malaya, Malaysia, Malaysia,
(3) University of Malaya, Malaysia, Malaysia

Abstract

The present study aims at exploring various self-regulation test-taking strategies used by the grade 11 students for their mathematics tests which is observed from three aspects, they are before, during, and after test-taking. The data were collected from 86 students in a private school which located in Malaysia. The goal-setting and planning, help-seeking, seeking information, rehearsal, memorization, reviewing, peer pressure, adult influence, self-consequences, self-motivated, and environment setting were the strategies that is used for test preparation. Outline formulas, recall and identify key information, keep trying, and checking were the strategies used during test-taking. In addition, correction and self-evaluation were the strategies used after the test-taking. The study further examined differences of various test-taking strategies used across three performance groups, high, medium, and low achievers, and also for male and female students. The results showed that there were statistical differences in goal-setting and planning, help-seeking, keep trying, checking, and correction strategies among high, medium, and low achievers. There were also statistical differences in goal-setting and planning, rehearsal, self-motivated, outline formulas, checking, and correction strategies between male and female students. The result of this research showed that the groups of using goal-setting and planning, rehearsal, help-seeking, recall and identify key information, keep trying, checking, and correction strategies have higher scores in mathematics performance rather than those groups which do not use these strategies.

Full text article

Generated from XML file

References

Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287.

Boekaerts, M., & Corno, L. (2005). Selfâ€regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199–231.

Fadlelmula, F. K., Cakiroglu, E., & Sungur, S. (2015). Developing a structural model on the relationship among motivational beliefs, self-regulated learning strategies, and achievement in mathematics. International Journal of Science and Mathematics Education, 13(6), 1355–1375. doi: 10.1007/s10763-013-9499-4

Hong, E., Sas, M., & Sas, J. C. (2006). Test-taking strategies of high and low mathematics achievers. The Journal of Educational Research, 99(3), 144–155.

Ismail, N. A. (2009). Understanding the gap in mathematics achievement of Malaysian students. The Journal of Educational Research, 102(5), 389–394.

Kitsantas, A. (2002). Test preparation and performance: A self-regulatory analysis. The Journal of Experimental Education, 70(2), 101–113.

Mahalanobis, P.C. (1936). On the Generalised Distance in Statistics. Proceedings of the National Institute of Sciences of India, 2, 49-55.

Mann, H.B. and Whitney, D.R. (1947). On a Test of Whether One of Two Random Variables Is Stochastically Larger than the Other. Annals of Mathematical Statistics, 18, 50-60. doi:10.1214/aoms/1177730491

McMillan, J. H., & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87, 40–49.

Ng, B. L. L., Liu, W. C., & Wang, J. C. K. (2016). Student motivation and learning in mathematics and science: A cluster analysis. International Journal of Science and Mathematics Education, 14(7), 1359–1376. doi: 10.1007/s10763-015-9654-1

Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.

Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. doi: 10.1037/0022-0663.82.1.33

Ramdass, D., & Zimmerman, B. J. (2008). Effects of self-correction strategy training on middle school students’ self-efficacy, self-evaluation, and mathematics division learning. Journal of Advanced Academics, 20(1), 18–41.

Tajudin, N. M., & Chinnappan, M. (2016). Relationship between scientific reasoning skills and mathematics achievement among Malaysian stude. Malaysian Journal of Society and Space, 12(1), 96–107.

Tee, K. N., Leong, K. E., & Abdul Rahim, S. S. (2018). Effects of self-regulation strategies training on secondary students’ attitude and self-reflection toward mathematics. Journal of Research in Science, Mathematics and Technology Education, 1(2), 143–168. doi: 10.31756/jrsmte.122

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. doi: 10.1207/s15430421tip4102_2

Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628. doi: 10.2307/1163093

Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging self-regulated

learning in the classroom: A review of the literature. Metropolitan Educational Research Consortium. Richmond, VA.

Authors

Kiew Nee Tee
kiewnee@gmail.com (Primary Contact)
Kwan Eu Leong
Suzieleez Syrene Abdul Rahim
Tee, K. N., Leong, K. E., & Abdul Rahim, S. S. (2018). Self-Regulation Test-Taking Strategies for Mathematics. MUST: Journal of Mathematics Education, Science and Technology, 3(2), 105–125. https://doi.org/10.30651/must.v3i2.1788

Article Details