Kesan kaedah pengajaran metakognisi-inkuiri terhadap prestasi dalam matematik dan penaakulan saintifik di kalangan pelajar diploma
Loading...
Date
2004
Authors
Hamidah, Maidinsah
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The purpose of this study is to evaluate the effectiveness of the Metacognition-
Inquiry (MI) method of instruction in teaching mathematics and the development of
scientific reasoning ability among Diploma in Computer Science students. The MI
method was based on the constructivist-learning paradigm. The MI method employed
was an adaptation of Lawson’s Learning Cycle (1995) and metacognitive problem
solving strategy by Schoenfeld (1985).
This study was a quasi-experimental and using 3 x 2 factorial design with
repetition. The first factor was the method of instruction: Metacognition-Inquiry (MI),
Metacognition-Expository (ME) and a control group under the conventional (KL) mode
of instruction. The second factors were students’ reasoning levels and gender
differences. The scientific reasoning levels as defined by Lawson (1995) are Empirical
Inductive (EI) as the lower level and Hypothetical Deductive (HD) as the higher level.
The dependent variables were the students achievement in the Combinatorial test which
consist of routine and non-routine problems and students performance in scientific
reasoning ability which was measured by gain scores of pre and post test (PESA). The
samples of this research were 103 students in three different classes of Discrete
Mathematics. Three experience lecturers conducted their lectures over a period of three
weeks.
xv
Results of the analysis of variance (ANOVA) on the Combinatorial problem
solving performance showed that MI and ME method were more effective than the
conventional (KL) method of teaching. There was no interaction effect between the
main factors, that is instructional methods and students’ reasoning level or gender. In
general, MI and ME students performed significantly higher compared to KL students.
On the performance of routine problems, students in ME group performed
significantly better than KL group. There were significantly better performance of the
HD students and male students in ME group compared to the HD students and male
students in KL group. There was no significant difference between MI and ME
performance in routine problems.
On the performance of non-routine problems, students in MI group performed
significantly higher compared to ME and KL groups. Among EI students, performance
of MI and ME groups were significantly higher compared to KL group. Both male and
female students from MI group performed significantly better in non-routine problems
compared to male and female students in KL group.
The performance on the gain score between pre and post PESA test showed that
the MI method of instruction produced significant gain on students’ scientific reasoning
ability compared to ME and KL methods. There was no interaction effect between
methods of instruction and gender in the gainscore for PESA. The result also showed
that there was no significant effect between the three teaching methods among the HD
students and male students. However, among the EI students and female students, the
xvi
MI group showed significant improvement in the gainscore compared to ME and KL
groups.
This study showed that the use of metacognition strategy either in expository or
inquiry-based instruction is more effective than conventional instruction. The ME
method of instruction was effective in routine problem solving. The MI method has the
potential to be an effective teaching and learning strategy in mathematics and the
development of reasoning ability. Two areas that the MI method showed significant
effect were in the students’ performance of solving non-routine problems and the
development of scientific reasoning ability, especially among EI students and female
students.
Description
Ph.D
Keywords
Education , Meta-Conigition Inquiry , Scientific Reasoning