Analysis of primary school students' self-regulated learning in mastering higher order thinking skills in English subject
This study examines self-regulation to master higher-order thinking skills in English languages among primary school students. The design used in this study is a quantitative approach with the sample of 327 year five students in Kluang district. Self-Regulation Questionnaire was adapted to be used i...
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my.utm.1027482023-09-20T03:37:59Z http://eprints.utm.my/id/eprint/102748/ Analysis of primary school students' self-regulated learning in mastering higher order thinking skills in English subject Mohd. Rameli, Mohd. Rustam Truishwariaa, Truishwariaa Ahmad Alhassora, Najua Syuhada L Education (General) This study examines self-regulation to master higher-order thinking skills in English languages among primary school students. The design used in this study is a quantitative approach with the sample of 327 year five students in Kluang district. Self-Regulation Questionnaire was adapted to be used in data collection. The data were analyzed using inferential statistic to answer the research questions. The result shows that forethought phase, performance phase and self-reflection phase are highly correlated. The t-test result shows that there is a significant difference between males and females where female students are more self-regulated compared to male students. As a conclusion, the students still need more practice and guidance in order to be a self-regulated learner in mastering higher-order thinking skills in English language. University Granada, Faculty Ciencias Educacion Article PeerReviewed Mohd. Rameli, Mohd. Rustam and Truishwariaa, Truishwariaa and Ahmad Alhassora, Najua Syuhada Analysis of primary school students' self-regulated learning in mastering higher order thinking skills in English subject. Journal for Educators Teachers ad Trainers, 13 (1). pp. 75-85. ISSN 1989-9572 http://dx.doi.org/10.47750/jett.2022.13.01.009 DOI: 10.47750/jett.2022.13.01.009 |
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L Education (General) Mohd. Rameli, Mohd. Rustam Truishwariaa, Truishwariaa Ahmad Alhassora, Najua Syuhada Analysis of primary school students' self-regulated learning in mastering higher order thinking skills in English subject |
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This study examines self-regulation to master higher-order thinking skills in English languages among primary school students. The design used in this study is a quantitative approach with the sample of 327 year five students in Kluang district. Self-Regulation Questionnaire was adapted to be used in data collection. The data were analyzed using inferential statistic to answer the research questions. The result shows that forethought phase, performance phase and self-reflection phase are highly correlated. The t-test result shows that there is a significant difference between males and females where female students are more self-regulated compared to male students. As a conclusion, the students still need more practice and guidance in order to be a self-regulated learner in mastering higher-order thinking skills in English language. |
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Article |
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Mohd. Rameli, Mohd. Rustam Truishwariaa, Truishwariaa Ahmad Alhassora, Najua Syuhada |
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Mohd. Rameli, Mohd. Rustam Truishwariaa, Truishwariaa Ahmad Alhassora, Najua Syuhada |
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Mohd. Rameli, Mohd. Rustam |
title |
Analysis of primary school students' self-regulated learning in mastering higher order thinking skills in English subject |
title_short |
Analysis of primary school students' self-regulated learning in mastering higher order thinking skills in English subject |
title_full |
Analysis of primary school students' self-regulated learning in mastering higher order thinking skills in English subject |
title_fullStr |
Analysis of primary school students' self-regulated learning in mastering higher order thinking skills in English subject |
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Analysis of primary school students' self-regulated learning in mastering higher order thinking skills in English subject |
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analysis of primary school students' self-regulated learning in mastering higher order thinking skills in english subject |
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University Granada, Faculty Ciencias Educacion |
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http://eprints.utm.my/id/eprint/102748/ http://dx.doi.org/10.47750/jett.2022.13.01.009 |
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