Kesan kaedah pengajaran metakognisi-inkuiri terhadap prestasi dalam matematik dan penaakulan saintifik di kalangan pelajar diploma
| dc.contributor.author | Hamidah, Maidinsah | |
| dc.date.accessioned | 2014-11-14T07:10:27Z | |
| dc.date.available | 2014-11-14T07:10:27Z | |
| dc.date.issued | 2004 | |
| dc.description | Ph.D | en_US |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/470 | |
| dc.language.iso | en | en_US |
| dc.subject | Education | en_US |
| dc.subject | Meta-Conigition Inquiry | en_US |
| dc.subject | Scientific Reasoning | en_US |
| dc.title | Kesan kaedah pengajaran metakognisi-inkuiri terhadap prestasi dalam matematik dan penaakulan saintifik di kalangan pelajar diploma | en_US |
| dc.type | Thesis | en_US |
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