Feedback Effectiveness Attributional Modification Schunk Model for Improvement of Academic Self-Efficacy Primary School Students in Math Lesson

JETL (Journal Of Education, Teaching and Learning)

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Title Feedback Effectiveness Attributional Modification Schunk Model for Improvement of Academic Self-Efficacy Primary School Students in Math Lesson
 
Creator Asrori, Asrori
 
Subject attributional feedback, self-efficacy, underachievers, low achievers
 
Description This experimental study examines the effect of Schunk Model's attributional feedback to improve academic self-efficacy of elementary school underachievers and low achievers in mathematics. The hypothesis that student who receives an attributional feedback, either oral or written, both get higher scores on self-efficacy and mathematics achievement than control group was Examined. The elementary students' grade III and IV Whose mathematics Reviews their achievements were below average grade was Involved as a research subject. With the random procedure, the subjects were assigned to one of three groups: (1) oral attributional feedback, (2) written attributional feedback, (3) reinforcement feedback and (4) no treatment. Profile analysis indicates that oral feedback and reinforcement attributional more effective to increase of mathematics self-efficacy and students' achievement than written. Analysis of variance with Least Significant Difference indicates that students who receive either oral or written feedback attributional got higher scores on mathematics self-efficacy and achievement than the control group. Furthermore, factorial design analysis indicates that attributional feedback, either oral or written, was more effective than low achievers to underachievers.
 
Publisher STKIP Singkawang
 
Contributor
 
Date 2017-10-31
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://journal.stkipsingkawang.ac.id/index.php/JETL/article/view/281
10.26737/jetl.v2i2.281
 
Source JETL (Journal Of Education, Teaching and Learning); Vol 2, No 2 (2017): Volume 2 Number 2 September 2017; 170-176
2477-8478
2477-5924
 
Language eng
 
Relation http://journal.stkipsingkawang.ac.id/index.php/JETL/article/view/281/273
 
Rights Copyright (c) 2017 JETL (Journal Of Education, Teaching and Learning)
http://creativecommons.org/licenses/by-nc/4.0
 

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