Academic journal article Gender & Behaviour

Effect of Peer and Self-Assessment on Male and Female Students' Self-Efficacy and Self-Autonomy in the Learning of Mathematics

Academic journal article Gender & Behaviour

Effect of Peer and Self-Assessment on Male and Female Students' Self-Efficacy and Self-Autonomy in the Learning of Mathematics

Article excerpt

Abstract

This study investigated the effect of peer and self assessment on the self-efficacy and students' learner autonomy in the learning of mathematics as well as determining the attitude of male and female students towards the use of peer and self assessment. The population was made of senior secondaiy three students (SS3) of a state public school in Osun State. A total of 60 SS3 students made up the study sample with sex serving as the stratum. Two questionnaires were used for data collection. The first questionnaire was aimed at collecting information about the students' study habit and math selfefficacy. While the second questionnaire in addition to collecting information about students' study habit, and math self-efficacy, it was also aimed at collecting information about students' attitudes towards peer and self-assessment. Data collected were analyzed using descriptive, Z-test, chi-square and t-test statistics. The result of the study showed that, the use of peer and self-assessment in math lessons enhance students' self-efficacy and promote learner autonomy in learning mathematics. It was discovered that while there is no significant relationship between sex and enhancement of self-efficacy as a result of students' engagement with the use of peer and self-assessment, the enhanced students' leaner autonomy that was noticed in the sampled students is significantly influenced by their sex. Furthermore, the study revealed that the students have positive attitude towards the use of peer and self-assessment and that their attitude towards the use of these assessment strategies is independent of sex. The study concluded therefore that the use of peer and self-assessment should not be made to stress or create negative attitude in the students. Thus, peer and self-assessment activities should be separated from formal assessment in our schools.

Key words: Peer Assessment, Self-Assessment, SelfEfficacy, Self-Autonomy, Learning of Mathematics

Introduction

The traditional mode of assessment mechanism which put the power of assessment in the hands of teachers has raised various negative effects on the development of students' learning. This mode of assessment, seldom the involvement of students in the decision making process of the assessment practices. The use and influence of formal assessment for certification and selection purposes started in China. Selection assessments seek to identify the most elite individuals with intellectual abilities and application of efforts. This practice ensures the proper "investment" of limited resources in the workplace and educational institutes. This selection purpose for assessment was well accepted by the society for centuries. However, with increase in the resources made available by the society peoples' view toward assessment changed. The adverse side effects like the promotion of extrinsic rewards, relies on competition and discourages co-operation were identified. Furthermore, the competitive nature of traditional assessment was found to be encouraging academic dishonesty such as hiding scarce resources, cheating and plagiarism (Falchikov, 2005). Falchikov (2005) states that overuse of selection examinations separated the assessment mechanism from teaching and learning. Learners tend to avoid taking responsibility for their own learning because of the lack of motivation and it sometimes gives rises to negative feeling. Students are passively involved in the selection and show no interest to take the responsibility for their learning. Learning strategies of students are mainly composed of listening to teachers' explanations and following teachers' instructions. They seldom took the initiative to ask questions or express their views. Students thus, lack learners' autonomy which is defined as "the ability to take charge of one's own learning" by Holec (1981). This lack of learner autonomy is a product of lack of motivation. As the learners' autonomy or autonomous learning are believed to be more effective than other approaches to learning (Naiman, Fröhlich, Stem and Todesco, 1978), it is important for us to promote learners' autonomy among students in our classroom. …

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