The effectiveness Co-STAR module to enhance writing proficiency among the low achiever learner

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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Main Author: Norhafilah Abdullah
Format: thesis
Language:eng
Published: 2022
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LB Theory and practice of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=9797
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Norhafilah Abdullah
The effectiveness Co-STAR module to enhance writing proficiency among the low achiever learner
description <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>
format thesis
qualification_name
qualification_level Doctorate
author Norhafilah Abdullah
author_facet Norhafilah Abdullah
author_sort Norhafilah Abdullah
title The effectiveness Co-STAR module to enhance writing proficiency among the low achiever learner
title_short The effectiveness Co-STAR module to enhance writing proficiency among the low achiever learner
title_full The effectiveness Co-STAR module to enhance writing proficiency among the low achiever learner
title_fullStr The effectiveness Co-STAR module to enhance writing proficiency among the low achiever learner
title_full_unstemmed The effectiveness Co-STAR module to enhance writing proficiency among the low achiever learner
title_sort effectiveness co-star module to enhance writing proficiency among the low achiever learner
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2022
url https://ir.upsi.edu.my/detailsg.php?det=9797
_version_ 1794025749248737280
spelling oai:ir.upsi.edu.my:97972024-01-11 The effectiveness Co-STAR module to enhance writing proficiency among the low achiever learner 2022 Norhafilah Abdullah LB Theory and practice of education <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> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9797 https://ir.upsi.edu.my/detailsg.php?det=9797 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Abdullah, N., & Masran, M. N. (2021). The Application of Solo Taxonomy in Writing Module Based on Self and Peer Assessment for Primary Level in Malaysia: A Pilot Study.</p><p>Adene, F. M., Umeano, E. C., Adimora, D. E., Ugwuanyi, C. S., Okeke, C. I., Offordile, E. E., & Ishiwu, E. N. (2021). Effectiveness of Peer Collaborative Learning Strategy on Self-Esteem of Pupils with Behaviour Problems in Nsukka Education Authority. Journal of Critical Reviews, 8(1), 1055-1069.</p><p>Ahmad Ghulamuddin, N. J.., Mohd Mohari, S. K.., & Ariffin, K. (2021). Discovering Writing Difficulties of Malay ESL Primary School Level Students. 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