The Effect of Self-Assessment and Students’ Learning Autonomy towards Students’ Performance in Vocational Education

Widiartini, Ni Ketut; Sukerti, Ni Wayan

doi:10.23887/jpp.v56i1.60491

Cited by 4 publications

(1 citation statement)

References 46 publications

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“…Students learning autonomy is started by managing, organizing, and evaluating the learning process independently which can increase their cognitive level (Sudirtha et al, 2022;Widiartini & Sukerti, 2023).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Problem-Based Blended Learning and Learning Autonomy on Students’ Learning Outcomes in Accounting

Suandi,

Santyasa,

Tegeh

et al. 2024

RCD

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This study aimed to investigate the effect of problem-based blended learning and learning autonomy on students’ learning outcomes. A quantitative approach was adopted in the form of a quasi-experimental design in this study. Sixty students who took accounting classes were selected as a research sample by using a simple random technique. The data were gained through observations, surveys, and tests. The study instruments were observation sheets, questionnaires, and multiple-choice tests. The data were analyzed descriptively and inferentially with the assistance of SPSS 25. The findings revealed that; ; 1) there is a different learning outcome gained by the students taught with problem-based blended learning and the students taught with conventional learning, 2) there is an interactional effect between problem-based blended learning and learning autonomy on students’ learning outcomes, 3) students with high learning autonomy taught by the problem-based blended learning outperform students taught by the conventional method, 4) students with low learning autonomy taught by the conventional method outperform students taught by problem-based blended learning. Those findings implicate the implementation of problem-based blended learning in enhancing students’ learning outcomes through learning autonomy.

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Section: Introductionmentioning

confidence: 99%

The Effect of Problem-Based Blended Learning and Learning Autonomy on Students’ Learning Outcomes in Accounting

Suandi,

Santyasa,

Tegeh

et al. 2024

RCD

View full text Add to dashboard Cite

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A step toward autonomy in education: probing into the effects of practicing self-assessment, resilience, and creativity in task supported language learning

Aldosari,

Alsager

2023

BMC Psychol

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Self-assessment (SA) can provide students with opportunities to self-evaluate, or make judgments about their learning process and products of learning. Regarding the importance of SA, this survey pursued to examine the effects of practicing SA on Saudi Arabian EFL learners’ resilience, creativity, and autonomy in task supported language learning. To fulfill these objectives, 60 intermediate EFL learners were chosen and separated accidentally into two groups of control and experimental. They were then pre-tested using three related questionnaires of resilience, creativity, and autonomy. Next, the treatment was practiced on the two groups. Eight lessons of Touchstone Book 3 were taught to the experimental group using SAvia applying different tasks. On the other hand, the lessons were trained to the control group without using SA and tasks. The aforementioned questionnaires were re-administered as the post-tests following the completion of all lessons. Independent and paired samples t-test findings displayed that the control and experimental groups performed differently on the three post-tests. In essence, the results showed that the experimental group's resilience, creativity, and autonomy were all improved by the treatment. The research's implications and conclusions were then outlined. The implications of the research can allow students to evaluate their own progress and skill development critically.

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Perceptions of Afghan EFL undergraduate learners towards autonomous learning

Tareen,

Zhang,

Haand

2024

Asian. J. Second. Foreign. Lang. Educ.

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Autonomous learning is extensively acknowledged as a desirable goal in undergraduate education as it is found to comply with learner-centered approaches and enable learners to pursue life-long learning. However, very few empirical researchers have closely examined the actual practices of autonomous learning in the Afghan context. Therefore, the main purpose of the current research project was to investigate EFL undergraduates’ perceptions of autonomous learning, strategies used for improving language proficiency, and the extent to of these strategies are deployed. With regard to achieving these objectives, a mixed-method approach was adopted. The quantitative data were analyzed through SPSS v24 by conducting descriptive and inferential statistics. The findings revealed that EFL learners had positive perspectives on autonomous learning and were ready to take the initiative in autonomous learning. Qualitative analysis of nine EFL students’ interviews revealed that they have to create learning goals for their learning, assess themselves for controlling their learning, and take part in inside and outside classroom activities to improve their language proficiency. This case study concludes that the findings cannot be generalized to other contexts, and the study makes an original contribution to understanding the promotion of autonomous learning at Kandahar University. In addition, this study offers practical implications for policymakers and lecturers who are interested in adopting autonomous learning as a worthwhile educational goal.

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The Effect of Self-Assessment and Students’ Learning Autonomy towards Students’ Performance in Vocational Education

Cited by 4 publications

References 46 publications

The Effect of Problem-Based Blended Learning and Learning Autonomy on Students’ Learning Outcomes in Accounting

The Effect of Problem-Based Blended Learning and Learning Autonomy on Students’ Learning Outcomes in Accounting

A step toward autonomy in education: probing into the effects of practicing self-assessment, resilience, and creativity in task supported language learning

Perceptions of Afghan EFL undergraduate learners towards autonomous learning

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