自我评价与数学学习成绩关系的元分析

Fransidha Sidhara Hadi, Janu Arlinwibowo, Gupita Nadindra Fatima
{"title":"自我评价与数学学习成绩关系的元分析","authors":"Fransidha Sidhara Hadi, Janu Arlinwibowo, Gupita Nadindra Fatima","doi":"10.21831/pep.v27i1.60617","DOIUrl":null,"url":null,"abstract":"This study uses a meta-analysis model to describe the relationship between self-assessment and achievement in learning mathematics. This meta-analysis covers articles published from 2011 to 2022 and is restricted to studies published in English. Indexed articles by Google Scholar were chosen. The data must meet these criteria: quantitative research, containing correlational research on the relationship between self-assessment and mathematics learning achievement (including correlation values and sample size). Through the data screening process with predetermined criteria, 12 research results were obtained, containing 43 studies to be analyzed. This meta-analysis uses a random effect model due to the heterogeneous data distribution. A publication bias test was carried out with the Fail-safe N model to ensure the quality of the data. The result of the analysis showed that the data distribution was heterogeneous, according to the I2 test, so selecting the random effect model was the right decision. Regarding publication bias, an accurate Fail-safe N test shows that the data are free from publication bias. Thus, the analysis uses a suitable model, and the results of the analysis can be trusted. The total effect size indicates a significant positive correlation (r = 0.295) between self-assessment and students' mathematics achievement. Therefore, the higher the self-assessment index, the higher one's mathematics learning achievement.","PeriodicalId":33364,"journal":{"name":"Jurnal Penelitian dan Evaluasi Pendidikan","volume":"54 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A meta-analysis of the relationship between self-assessment and Mathematics learning achievement\",\"authors\":\"Fransidha Sidhara Hadi, Janu Arlinwibowo, Gupita Nadindra Fatima\",\"doi\":\"10.21831/pep.v27i1.60617\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study uses a meta-analysis model to describe the relationship between self-assessment and achievement in learning mathematics. This meta-analysis covers articles published from 2011 to 2022 and is restricted to studies published in English. Indexed articles by Google Scholar were chosen. The data must meet these criteria: quantitative research, containing correlational research on the relationship between self-assessment and mathematics learning achievement (including correlation values and sample size). Through the data screening process with predetermined criteria, 12 research results were obtained, containing 43 studies to be analyzed. This meta-analysis uses a random effect model due to the heterogeneous data distribution. A publication bias test was carried out with the Fail-safe N model to ensure the quality of the data. The result of the analysis showed that the data distribution was heterogeneous, according to the I2 test, so selecting the random effect model was the right decision. Regarding publication bias, an accurate Fail-safe N test shows that the data are free from publication bias. Thus, the analysis uses a suitable model, and the results of the analysis can be trusted. The total effect size indicates a significant positive correlation (r = 0.295) between self-assessment and students' mathematics achievement. Therefore, the higher the self-assessment index, the higher one's mathematics learning achievement.\",\"PeriodicalId\":33364,\"journal\":{\"name\":\"Jurnal Penelitian dan Evaluasi Pendidikan\",\"volume\":\"54 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Jurnal Penelitian dan Evaluasi Pendidikan\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.21831/pep.v27i1.60617\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Jurnal Penelitian dan Evaluasi Pendidikan","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21831/pep.v27i1.60617","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

本研究采用元分析模型来描述自我评价与数学学习成绩的关系。本荟萃分析涵盖了2011年至2022年发表的文章,仅限于用英语发表的研究。被谷歌学术检索的文章被选中。数据必须满足这些标准:定量研究,包含自我评价与数学学习成绩关系的相关研究(包括相关值和样本量)。通过预先设定标准的数据筛选过程,获得12项研究结果,其中包含43项研究进行分析。由于数据分布不均,本meta分析采用随机效应模型。采用Fail-safe N模型进行发表偏倚检验,以确保数据质量。分析结果表明,根据I2检验,数据分布是异质的,因此选择随机效应模型是正确的决定。关于发表偏倚,准确的Fail-safe N检验表明数据不存在发表偏倚。因此,分析使用了合适的模型,分析结果是可信的。总效应量显示自我评价与学生数学成绩显著正相关(r = 0.295)。因此,自我评价指标越高,数学学习成绩越高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A meta-analysis of the relationship between self-assessment and Mathematics learning achievement
This study uses a meta-analysis model to describe the relationship between self-assessment and achievement in learning mathematics. This meta-analysis covers articles published from 2011 to 2022 and is restricted to studies published in English. Indexed articles by Google Scholar were chosen. The data must meet these criteria: quantitative research, containing correlational research on the relationship between self-assessment and mathematics learning achievement (including correlation values and sample size). Through the data screening process with predetermined criteria, 12 research results were obtained, containing 43 studies to be analyzed. This meta-analysis uses a random effect model due to the heterogeneous data distribution. A publication bias test was carried out with the Fail-safe N model to ensure the quality of the data. The result of the analysis showed that the data distribution was heterogeneous, according to the I2 test, so selecting the random effect model was the right decision. Regarding publication bias, an accurate Fail-safe N test shows that the data are free from publication bias. Thus, the analysis uses a suitable model, and the results of the analysis can be trusted. The total effect size indicates a significant positive correlation (r = 0.295) between self-assessment and students' mathematics achievement. Therefore, the higher the self-assessment index, the higher one's mathematics learning achievement.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
审稿时长
14 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信