The effectiveness Co-STAR module to enhance writing proficiency among the low achiever learner
<p>This study aims to alleviate the low performance of writing proficiency by examining</p><p>the effectiveness of implementing self and peer assessment (SPA) approach in the</p><p>Collaborative-Student Takes Assessment Responsibi...
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| Format: | thesis |
| Language: | eng |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=9797 |
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| Summary: | <p>This study aims to alleviate the low performance of writing proficiency by examining</p><p>the effectiveness of implementing self and peer assessment (SPA) approach in the</p><p>Collaborative-Student Takes Assessment Responsibility (Co-STAR) writing module of</p><p>the Year 5 low achiever learners (LALs). This study focuses on self and peer reviewing</p><p>as part of the writing process and as a pedagogical strategy that can help students</p><p>develop their writing and self-regulation learning skills. It was conducted through</p><p>mixed-methods based on Sideks Model which consists of two phases. In the first phase,</p><p>need analysis results showed 83.3% of 46 teachers in Gombak District agreed that the</p><p>SPA approach help to develop LALs writing skills and build up their confidence in</p><p>assessing their own writing. The second phase involved the item verification process</p><p>based on the agreement of seven experts using the Content Validity Index (CVI). A</p><p>total of five constructs consisting of 20 items received experts (n=7) consensus</p><p>reliability value () = 0.92. In total, 18 students participated in the study, which was</p><p>evaluated using a pre-test/post-test without control group evaluation design. There was</p><p>significant improvement in the participants achievement after post-test (M=4.33,</p><p>SD=3.32) compared to pre-test (M= 2.12, SD=2.64). It shows that the implementation</p><p>of SPA has an effect in improving the LALs writing. The overall results of observation</p><p>showed were deficient in putting extra work into task due to their cognitive level and</p><p>background. However, they are successful in helping peer, sharing idea and showed</p><p>positive attitude by being able to be self -driven in learning and cooperate with peer.</p><p>Document analysis of the participants essays showed improvement in structural of</p><p>writing. The interview received positive response on the four themes namely</p><p>collaboration of the students, writing skills development and progress as well as</p><p>motivation. The implication of this research has been proven that the assessment</p><p>process changes the LALs role from passive receiver into active participants in</p><p>classroom activities, teach the students on how to socialise better as well as enhancing</p><p>their motivation. Therefore, teachers need not hesitate to practice SPA approach to</p><p>ensure LALs are no longer left behind.</p> |
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