The Impact of Evaluation Methods on Students' Learning Achievement in Primary School Mathematics Education: A Mixed-Methods Study
DOI:
https://doi.org/10.35335/jiph.v11i1.12Keywords:
Evaluation Methods, Learning Achievement, Primary School, Mathematics Education, Formative AssessmentsAbstract
In the realm of primary school mathematics education, the choice of evaluation methods holds a critical key to unlocking the potential of young learners. This mixed-methods research endeavors to illuminate the intricate relationship between assessment techniques and students' learning achievement. By integrating both quantitative and qualitative data, it offers a comprehensive understanding of the impact of different evaluation methods on students' experiences and outcomes in the realm of primary school mathematics. The quantitative phase of this study reveals compelling correlations between specific evaluation methods and students' learning achievement. Formative assessments, characterized by their immediate feedback and constructive nature, emerge as potent contributors to learning achievement. Students exposed to a higher frequency of formative assessments exhibit higher math test scores, revealing a strong positive correlation. The qualitative phase provides deeper insights into students' attitudes and experiences with various evaluation methods. Students express a strong preference for formative assessments, emphasizing the value of feedback and personal growth. Teachers underscore the importance of a balanced approach to assessment, combining different methods to address diverse learning styles and needs. Parents play a crucial role in supporting their children's education and express a range of expectations regarding assessment approaches. The research findings bear substantial implications for educational practices, policymaking, and curriculum development. Educators are encouraged to adopt a balanced approach that leverages the power of formative assessments while considering students' grade levels and socioeconomic backgrounds. Policymakers are positioned to develop evidence-based policies and standards that promote the use of effective assessment methods and equitable educational resources. In conclusion, this research unfolds a compelling narrative of the symbiotic relationship between evaluation methods and students' learning achievement in primary school mathematics education.
References
Alexander, K. L., Entwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout. Sociology of Education, 87–107.
Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2016). Blended learning, e-learning and mobile learning in mathematics education. ZDM, 48, 589–610.
BYRD, P. G. (1982). A descriptive study of mathematics anxiety: Its nature and antecedents. Indiana University.
Chaffee, J. (1992). Critical thinking skills: The cornerstone of developmental education. Journal of Developmental Education, 15(3), 2.
Chew, M. S. F., Shahrill, M., & Li, H.-C. (2019). The Integration of a Problem-Solving Framework for Brunei High School Mathematics Curriculum in Increasing Student’s Affective Competency. Journal on Mathematics Education, 10(2), 215–228.
Collins, K. M. T., & O’cathain, A. (2009). Introduction: Ten points about mixed methods research to be considered by the novice researcher. International Journal of Multiple Research Approaches, 3(1), 2–7.
Cutspec, P. A. (2004). Bridging the research-to-practice gap: Evidence-based education. Centerscope: Evidence-Based Approaches to Early Childhood Development, 2(2), 1–8.
Darling-Hammond, L., & Falk, B. (1997). Using standards and assessments to support student learning. Phi Delta Kappan, 79(3), 190.
Dodeen, H., Abdelfattah, F., Shumrani, S., & Hilal, M. A. (2012). The effects of teachers’ qualifications, practices, and perceptions on student achievement in TIMSS mathematics: A comparison of two countries. International Journal of Testing, 12(1), 61–77.
Dove, L. R., & Bryant, N. P. (2016). Law in translation: Challenges and opportunities in teaching international students in business law and legal environment courses. J. Legal Stud. Educ., 33, 263.
Gonzalez, V. (2009). Young learners, diverse children: Celebrating diversity in early childhood. Corwin Press.
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66, 153–166.
Helterbran, V. R. (2008). The ideal professor: student perceptions of effective instructor practices, attitudes, and skills. Education, 129(1).
Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524–549.
Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2011). Piecing together the student success puzzle: Research, propositions, and recommendations: ASHE higher education report (Vol. 116). John Wiley & Sons.
Looney, J. W. (2011). Integrating formative and summative assessment: Progress toward a seamless system?
Luna Scott, C. (2015). The futures of learning 2: What kind of learning for the 21st century?
Mayer, R. E. (1975). Different problem-solving competencies established in learning computer programming with and without meaningful models. Journal of Educational Psychology, 67(6), 725.
McArt, E. W., & McDougal, L. W. (1985). Secondary data analysis–a new approach to nursing research. Image: The Journal of Nursing Scholarship, 17(2), 54–57.
McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. Handbook of Research on Mathematics Teaching and Learning, 1, 575–596.
McTighe, J., & Brown, J. L. (2005). Differentiated instruction and educational standards: Is détente possible? Theory into Practice, 44(3), 234–244.
Middleton, J. A., & Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education, 30(1), 65–88.
Ní Ríordáin, M., & O’Donoghue, J. (2009). The relationship between performance on mathematical word problems and language proficiency for students learning through the medium of Irish. Educational Studies in Mathematics, 71, 43–64.
Ockey, G. J. (2009). Developments and challenges in the use of computer‐based testing for assessing second language ability. The Modern Language Journal, 93, 836–847.
Pandina Scot, T., Callahan, C. M., & Urquhart, J. (2008). Paint-by-number teachers and cookie-cutter students: The unintended effects of high-stakes testing on the education of gifted students. Roeper Review, 31(1), 40–52.
Pea, R. D. (1986). Cognitive technologies for mathematics education. Bank Street College of Education, Center for Children and Technology.
Peterson, E., & Siadat, V. M. (2009). Combination of formative and summative assessment instruments in elementary algebra classes: A prescription for success. Journal of Applied Research in the Community College, 16(2), 19–29.
Sideridis, G. D. (2003). On the origins of helpless behavior of students with learning disabilities: avoidance motivation? International Journal of Educational Research, 39(4–5), 497–517.
Slack, M. K., & Draugalis Jr, J. R. (2001). Establishing the internal and external validity of experimental studies. American Journal of Health-System Pharmacy, 58(22), 2173–2181.
Stankosky, M. (2005). Creating the discipline of knowledge management: The latest in university research. Routledge.
Suryawati, E., & Osman, K. (2017). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61–76.
VanFossen, P. J. (2005). “Reading and math take so much of the time…”: An Overview of Social Studies Instruction in Elementary Classrooms in Indiana1. Theory & Research in Social Education, 33(3), 376–403.
Van Den Heuvel-Panhuizen, Marja. "Mathematics education in the Netherlands: A guided tour." Freudenthal Institute CD-rom for ICME9 (2000): 1-32.
Liu, Edward, et al. "When districts encounter teacher shortages: The challenges of recruiting and retaining mathematics teachers in urban districts." Leadership and Policy in Schools 7.3 (2008): 296-323.
Pea, Roy D. Cognitive technologies for mathematics education. Bank Street College of Education, Center for Children and Technology, 1986.
Panadero, Ernesto, and Anders Jonsson. "The use of scoring rubrics for formative assessment purposes revisited: A review." Educational research review 9 (2013): 129-144.
Wenglinsky, Harold. "The link between teacher classroom practices and student academic performance." Education policy analysis archives 10 (2002): 12-12.
Darling-Hammond, Linda. "Teacher quality and student achievement." Education policy analysis archives 8 (2000): 1-1.
Hattie, John, Mark Gan, and Cameron Brooks. "Instruction based on feedback." Handbook of research on learning and instruction (2011): 249-271.
Black, Paul, and Dylan Wiliam. Inside the black box: Raising standards through classroom assessment. Granada Learning, 1998.
Boaler, Jo. Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons, 2015.
Ray, Adams, and Wu Margaret, eds. PISA Programme for international student assessment (PISA) PISA 2000 technical report: PISA 2000 technical report. oecd Publishing, 2003.
Ma, Liping. "Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States." (2010): 333-369.
Ehrenfeld, Nadav, Einat Heyd-Metzuyanim, and Uri Onn. "Between mathematics and Talmud–The construction of a hybrid discourse in an ultra-orthodox classroom." Proceedings of 39th Psychology of Mathematics Education conference. Vol. 2. 2015.
Bin Mubayrik, Haifa F. "New trends in formative-summative evaluations for adult education." Sage Open 10.3 (2020): 2158244020941006.
Koutsoukas, Alexios, et al. "How diverse are diversity assessment methods? A comparative analysis and benchmarking of molecular descriptor space." Journal of chemical information and modeling 54.1 (2014): 230-242.
Stevens, Tara, et al. "Role of mathematics self-efficacy and motivation in mathematics performance across ethnicity." The Journal of Educational Research 97.4 (2004): 208-222.
Juvonen, Jaana, et al. "Promoting social inclusion in educational settings: Challenges and opportunities." Educational Psychologist 54.4 (2019): 250-270.
Walsh, Debbie, and Richard W. Paul. "The Goal of Critical Thinking: from Educational Ideal to Educational Reality." (1986).
Liu, Min, et al. "A look at the research on computer-based technology use in second language learning: A review of the literature from 1990–2000." Journal of research on technology in education 34.3 (2002): 250-273.
National Commission on Excellence in Education. "A nation at risk: The imperative for educational reform." The Elementary School Journal 84.2 (1983): 113-130.
Asigigan, Sera İyona, and Yavuz Samur. "The Effect of Gamified STEM Practices on Students' Intrinsic Motivation, Critical Thinking Disposition Levels, and Perception of Problem-Solving Skills." International Journal of Education in Mathematics, Science and Technology 9.2 (2021): 332-352.
Maloney, Erin A. "Math anxiety: Causes, consequences, and remediation." Handbook of motivation at school. Routledge, 2016. 408-423.
Guskey, Thomas R. "Defining student achievement." International guide to student achievement (2013): 3-6.
Purkayastha, Saptarshi, et al. "Critical Components of Formative Assessment in Process-Oriented Guided Inquiry Learning for Online Labs." Electronic Journal of E-learning 17.2 (2019): 79-92.
Johnson, Ruth S. Using data to close the achievement gap: How to measure equity in our schools. Corwin Press, 2002.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Minora Sihotang, Utari Utari, Togarman Sihotang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
