Effects of Self-Regulated-Assessment Learning Strategies as Learning and Interacting with Families on School Achievement and Self-Concept Math Girls Students in Third Grade

Abstract

The Main objective Determining the effect of of self-regulation strategies, assessment as learning and interacting with the families on self- concept and students' academic achievement in mathematics and comparing the effectiveness of these methods with each other. The study sample consisted of all female students of third grade in the middle schools of Arak city in academic year of 2011-2012, including 171 classes accounting for over 5094 students enrolled in this city. In this study, four subjects groups (three experimental groups and one control group) were needed. Since the selected sample in each group included 31-38 subjects, and the total sample consisted of 137 female students in the third grade of middle school, the current study is considered as a semiexperimental study. Analysis of data showed that the of assessment components as learning can increase the self-concept and academic achievement in math in female students in the third grade of middles school. Based on collected data analysis on the second research hypothesis, suggesting training self-regulation strategies increases the self-concept and academic achievement in mathematics of female students, the second research hypothesis was also confirmed. As a conclusion, assessment as learning can have a great impact on academic achievement and self-concept of the students. In fact, this type of assessment has gone far beyond the assessment for learning, since the assessment for learning is an educational tool that not only monitors the students' learning and control to, but also increases the evaluation of learning.