Education technology - Evaluation and testing
M. Meshkat; A.R. Nasiri Firooz
Abstract
The purpose of this study was to investigate whether self-assessment as a metacognitive strategy has any obvious effect on improving grammatical knowledge of Iranian EFL students. To achieve the purpose, 60 male junior high school students with the age range of 13-16 participated in this study. A Nelson ...
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The purpose of this study was to investigate whether self-assessment as a metacognitive strategy has any obvious effect on improving grammatical knowledge of Iranian EFL students. To achieve the purpose, 60 male junior high school students with the age range of 13-16 participated in this study. A Nelson test was administered to homogenize the two groups regarding language proficiency and outliers were discarded. The researcher had one experimental and one control group. To determine students' level of grammatical knowledge a pre-test developed by Farhady (2000) was administered. The result showed that there was no significant difference between the two groups. After the pre-test the treatment began. The control group received no extra instruction and underwent traditional assessment. Whereas the experimental group went through the process of self-assessment whereby they checked their own activities and found their own strengths and weaknesses. Self-assessment was practiced for six sessions during three months. A session after the treatment was over; a post-test developed by Farhady (2000) was administered. The results were compared through an independent t-test. The value of t was 3.417 with a significance of .001 depicting a significant difference between the two groups in the study. The outcome showed that self-assessment had a positive effect on improving students' grammatical knowledge. The findings of this study will be an incentive for syllabus designers as well as teachers and students to allocate specific time to self-assessment. Teachers can use self-assessment along with other activities to improve grammatical knowledge.
Educational Technology Psychology
M. Hoshmandja; A. Javanmard; S.M. Marashi
Abstract
Abstract:The aim of the present study was to investigate the relationship between self-efficacy, cognitive meta cognitive strategies with academic achievement among students - high school boys nomads of Fars Province. The research method is descriptive – correlational. The population of this study, ...
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Abstract:The aim of the present study was to investigate the relationship between self-efficacy, cognitive meta cognitive strategies with academic achievement among students - high school boys nomads of Fars Province. The research method is descriptive – correlational. The population of this study, all high school students nomads of of Fars province is in the 90-91 school year were enrolled. Cluster sampling method were enrolled a sample size of 322 people. The data gathering tools were includes: Schwarzer and Jerusalem self- efficacy questionnaire, Vahedi cognitive and metacognitive strategies questionnaire. Research data were analyzed using descriptive statistics (mean, frequency, standard deviation) and inferential statistics (Pearson correlation, regression and ANOVA test, Scheffe post hoc test and the Kolmogorov - Smirnov test). Data analysis showed that there is a significant positive relationship between self-efficacy and academic achievement. there is a significant positive relationship Between cognitive strategies - cognitive and academic achievement. Also, there is a significant positive relationship between self-efficacy and cognitive -meta cognitive strategies. The regression results also showed that academic self-efficacy variables significantly predicted academic achievement and variables of cognitive and metacognitive strategies is not a good predictor for academic achievement. The results shown between the groups in terms of academic self-efficacy and cognitive strategies according to the different levels of education and fields of study, no significant differences have been observed. But between the groups in terms rate metacognitive strategies according to the different levels of education and fields of study there are significant differences.
