Comparison of Learning Achievement, Self-Efficacy, and Analytical Thinking of Grade 6 Students Using Self-Regulation Learning Activity and Conventional Approach

Abstract

Mathematics plays an important role in developing the thinking ability. One
thing that helps students be successful to achieve learning, dare to think, dare to do, dare
to show out ,and solve the problem is their self-confidence that comes from the
recognition of their own ability. The teaching and learning that helps improve their ability to
recognize their own ability is a self- regulation training, in cooperation with the learning
management. The purposes of this research were to study the result of using selfregulation learning activities that effected learning achievement, self-efficacy, and analytical
thinking of grade 6 students and to compare learning achievement, self-efficacy, and
analytical thinking using self-regulation learning activities and conventional approach. The
sample used in this research consisted of 51 grade 6 students in the second semester of
the 2012 academic year from Nachumsaeng school, Udonthani primary education service
office area 3, derived by means of purposive sampling method. The sample was divided
into 2 groups: 26 students for experimental group and 25 students for controlled group.
Research tools were : 2 types of lesson plan that was for self-regulation learning activities
and for conventional approach. There were 14 lesson plans for each type that spent 1 hour
on each lesson plan average to determine the suitability of the plan values from 4.78 to
4.91; 2 types of test with 4 choices. One was 40 items of achievement test that was on the
topic of square shape that had difficulty value (p) of each item between .20 – .70,
discriminative-power values (r) from .27-.72, and reliability value of 0.85. And another test
was 30 items of analytical thinking test that had difficulty value (p) of each item between
.20 – .86, discriminative-power values (r) from .27-.73, and reliability value of .90 for the
entire test; and the 3 levels rating scale of self-efficacy test that was in each item of 40
items of the first test had the discriminative-power values (r) of each item from .51-.79
and reliability value of .88. The data collected were analyzed by mean, standard
deviation, and hypothesis tested by F-test Multivariate test (Hotelling’s T2)
and Univariate test.
The results of the study were as follows :
1. The results of self-regulating learning activities showed mathematics learning
achievement, self-efficacy and analytical thinking of the experimental group higher than
before the experiment.
2. The students who learned by the self-regulation learning activities had more
mathematics learning achievement on the square shape, self-efficacy and analytical
thinking than the students who learned by the conventional approach at the .05 level of
significance.
In conclusion, the results indicated that the self - regulation learning activities
helped students had higher achievement in learning, analytical thinking and self-efficacy
than the conventional approach. Therefore, the self – regulation learning activities should
be promoted to the teacher for utilizing in mathematics class.