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ERIC Number: EJ1096528
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1307-9298
The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes
Sumantri, Mohamad Syarif; Satriani, Retni
International Electronic Journal of Elementary Education, v8 n3 p507-524 2016
The purpose of this research was to determine the effect of formative testing and self-directed learning on mathematics learning outcomes. The research was conducted at an elementary school in central Jakarta during the 2014/2015 school year. Seventy-two fourth-grade students who were selected using random sampling participated in this study. Data were obtained through testing and were analyzed using a two-line analysis of variance (ANOVA) according to the treatment design and level of self-directed learning. The results showed that (1) mathematics learning outcomes differ between students who are given formative essay tests and those who are given formative multiple choice tests; (2) there is an interaction effect between formative testing and self-directed learning on mathematics learning outcomes; (3) students with high levels of self-directed learning have better learning outcomes when given formative essay tests than when given formative multiple choice tests; and (4) students with low levels of self-directed learning show no difference in mathematics learning outcomes based on whether they are given formative essay tests or multiple choice tests.
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indonesia (Jakarta)
Identifiers - Assessments and Surveys: Program for International Student Assessment; Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A