Author(s): İrfan YURDABAKAN | M. Onat CİHANOĞLU
Journal: Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
ISSN 1302-3284
Volume: 11;
Issue: 4;
Start page: 105;
Date: 2009;
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Keywords: Self-assessment | Peer Assessment | Cooperative Learning | English Language Teaching | Metacognition Knowledge
ABSTRACT
The purpose of the research is to argue the effects of self-assessment and peer assessment used in cooperative learning environments on academic achievements, attitudes towards the course and retention levels of students. A pre-test and post-test model with control group was used in the research. The research was carried out with tenth grade students taking English Course in the second term of 2006- 2007 academic year at a boarding High School. There were 18 students in the experimental group and 18 students in the control group. An attitude scale, an achievement test and a language learning strategies inventory on English course –in the form of a pretest, a posttest, and a follow up test developed by the researcher- were implemented to the experimental and the control groups. The experimental group was given lessons with cooperative integrated reading and composition technique (CIRC) based on self-assessment and peer assessment activities whereas the control group was instructed in traditional methods. Two-way variance and contrast analysis in repeated measures were used in assessing data of students’ attitudes towards the course, English course achievement and strategy inventory. As a result, significant differences were found between the mean scores related with the achievement test, attitude scale towards the course and all of the strategy elements except for affective element of language learning strategies inventory.
Journal: Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
ISSN 1302-3284
Volume: 11;
Issue: 4;
Start page: 105;
Date: 2009;
VIEW PDF
DOWNLOAD PDF Original pageKeywords: Self-assessment | Peer Assessment | Cooperative Learning | English Language Teaching | Metacognition Knowledge
ABSTRACT
The purpose of the research is to argue the effects of self-assessment and peer assessment used in cooperative learning environments on academic achievements, attitudes towards the course and retention levels of students. A pre-test and post-test model with control group was used in the research. The research was carried out with tenth grade students taking English Course in the second term of 2006- 2007 academic year at a boarding High School. There were 18 students in the experimental group and 18 students in the control group. An attitude scale, an achievement test and a language learning strategies inventory on English course –in the form of a pretest, a posttest, and a follow up test developed by the researcher- were implemented to the experimental and the control groups. The experimental group was given lessons with cooperative integrated reading and composition technique (CIRC) based on self-assessment and peer assessment activities whereas the control group was instructed in traditional methods. Two-way variance and contrast analysis in repeated measures were used in assessing data of students’ attitudes towards the course, English course achievement and strategy inventory. As a result, significant differences were found between the mean scores related with the achievement test, attitude scale towards the course and all of the strategy elements except for affective element of language learning strategies inventory.
