Abstract
Introduction. Students are daily exposed to a variety of assessment tasks in the classroom. It has long been recognized that students' perceptions of the assessment tasks may influence student academic achievement. The present study aimed at predicting academic achievement in mathematics from perceptions of the assessment tasks after controlling for gender and motivated learning strategies. Method. The participants were 232 students enrolled in grade 11 mathematics classes selected from public schools in Oman. Data were collected using the Motivated Strategies for Learning Questionnaire and Perceptions of Assessment Tasks Inventory. Students' final grades earned in the subject were obtained from the school administration at the end of the semester. Results. A hierarchical multiple regression analysis showed that consultation and transparency were significantly related to mathematics achievement after controlling for gender and motivated learning strategies. Discussion. The findings contributed to the existing assessment literature by demonstrating the intersection between classroom assessment and self-regulation of learning and their effects on student achievement. Implications and recommendations for research and practice were discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 515-533 |
| Number of pages | 19 |
| Journal | Electronic Journal of Research in Educational Psychology |
| Volume | 14 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2016 |
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Keywords
- Assessment tasks
- Classroom assessment
- Motivational orientations
- Self-regulation
- Student perceptions
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
Predicting students' academic achievement : Contributions of perceptions of classroom assessment tasks and motivated learning strategies. / Alkharusi, Hussain.
In: Electronic Journal of Research in Educational Psychology, Vol. 14, No. 3, 2016, p. 515-533.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Predicting students' academic achievement
T2 - Contributions of perceptions of classroom assessment tasks and motivated learning strategies
AU - Alkharusi, Hussain
PY - 2016
Y1 - 2016
N2 - Introduction. Students are daily exposed to a variety of assessment tasks in the classroom. It has long been recognized that students' perceptions of the assessment tasks may influence student academic achievement. The present study aimed at predicting academic achievement in mathematics from perceptions of the assessment tasks after controlling for gender and motivated learning strategies. Method. The participants were 232 students enrolled in grade 11 mathematics classes selected from public schools in Oman. Data were collected using the Motivated Strategies for Learning Questionnaire and Perceptions of Assessment Tasks Inventory. Students' final grades earned in the subject were obtained from the school administration at the end of the semester. Results. A hierarchical multiple regression analysis showed that consultation and transparency were significantly related to mathematics achievement after controlling for gender and motivated learning strategies. Discussion. The findings contributed to the existing assessment literature by demonstrating the intersection between classroom assessment and self-regulation of learning and their effects on student achievement. Implications and recommendations for research and practice were discussed.
AB - Introduction. Students are daily exposed to a variety of assessment tasks in the classroom. It has long been recognized that students' perceptions of the assessment tasks may influence student academic achievement. The present study aimed at predicting academic achievement in mathematics from perceptions of the assessment tasks after controlling for gender and motivated learning strategies. Method. The participants were 232 students enrolled in grade 11 mathematics classes selected from public schools in Oman. Data were collected using the Motivated Strategies for Learning Questionnaire and Perceptions of Assessment Tasks Inventory. Students' final grades earned in the subject were obtained from the school administration at the end of the semester. Results. A hierarchical multiple regression analysis showed that consultation and transparency were significantly related to mathematics achievement after controlling for gender and motivated learning strategies. Discussion. The findings contributed to the existing assessment literature by demonstrating the intersection between classroom assessment and self-regulation of learning and their effects on student achievement. Implications and recommendations for research and practice were discussed.
KW - Assessment tasks
KW - Classroom assessment
KW - Motivational orientations
KW - Self-regulation
KW - Student perceptions
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U2 - 10.14204/ejrep.40.15177
DO - 10.14204/ejrep.40.15177
M3 - Article
VL - 14
SP - 515
EP - 533
JO - Electronic Journal of Research in Educational Psychology
JF - Electronic Journal of Research in Educational Psychology
SN - 1699-5880
IS - 3
ER -