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Impact of peer-learning on the quality of scripts in mathematics

Miha Žarn (2019) Impact of peer-learning on the quality of scripts in mathematics. MSc thesis.

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    Abstract

    Scripts are a specific learning tool that serve the purpose of the learner's self-evaluation and monitoring while performing complex mathematical tasks that require several steps. Scripts may take the form of structured questions or statements that guide the learner through the tasks. Several studies have confirmed a positive impact of scripts on the learner's self-regulation and self-efficacy. Self-regulated learning is a circular and recursive process in which learners set their goals and try to achieve them through the learning process while at the same time regulating and monitoring their learning and the acquisition of new knowledge. Metacognition is part of self-regulation and involves knowledge of one's own cognitive processes. Metacognition can be developed by using metacognitive strategies, which encompass planning, monitoring and adaptation. Scripts can be used in the various techniques of developing metacognitive strategies. One of techniques is using a teacher or peer as a model. Another is solving problems in small groups, which also brings us to collaborative learning. Collaborative learning is learning in small groups in which each learner is responsible for his own learning and the learning of other group members. Peer-learning is a type of collaborative learning, which is essentially communication between a good performer and a student who is trying to master a specific subject matter. The empirical part of the thesis is based on the research of the impact of collaborative learning and learning performance on the quality of mathematical scripts written by learners. Five indicators were used to assess the quality of a script: number of questions, level of matching with the teacher's script, correctness of order, and inclusion of questions about planning, self-monitoring and self-regulation. In the research, which is a combination of a quantitative and qualitative approach, 44 students of the 7th grade were included. Learners in the experimental group made scripts in mixed pairs (one good and one poor performer). Learners in the control group made scripts individually. We found out that the scripts made by mixed pairs were of better quality than those written by students individually. Similarly, we found out that the scripts written individually by good performers were of better quality than those written individually by poor performers. We also found out that students consider the formulation of questions as the most difficult aspect of writing up a script. By studying the recording of a mixed pair writing of students during the script writing we found out that the good performer took up the role of a peer-teacher and guided the poor performer in the joint process of script writing.

    Item Type: Thesis (MSc thesis)
    Keywords: scripts, self-regulation, metacognition, metacognitive strategies, peer-learning
    Number of Pages: 62
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Zlatan MagajnaMentor
    asist. dr. Adrijana MastnakComentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/12522057
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5865
    Date Deposited: 15 Jul 2019 10:22
    Last Modified: 15 Jul 2019 10:22
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5865

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