Abstract
This research aims to investigate the impact of success criteria as a self-assessment strategy on enhancing mathematics achievement among sixth-grade students in the United Arab Emirates (UAE), aligning with the "We the UAE 2031" vision for education. Employing a quasi-experimental quantitative design, the study involved 120 sixth-grade students from Al Khair public school in Al Ain, UAE, with two classes serving as the experimental group (60 students) and two other classes as the control group (60 students). Pre-test and post-test scores on national mathematics assessments, as well as international Measures of Academic Progress (M.A.P) scores, were analyzed. Teaching strategies included detailed steps using success criteria, remedial activities, and consistency checks across groups. Data analysis encompassed descriptive and inferential statistics, including independent t-tests in SPSS. The findings revealed a significant improvement in short-term mathematics achievement among students exposed to success criteria-based self-assessment compared to traditional assessment methods with as mean score difference of 10.572 (p < 0.05). Additionally, the analysis of M.A.P test scores showcased a substantial median score difference of 15.92 in favor of the success criteria-based self-assessment group, further reinforcing the effectiveness of this approach in promoting long-term academic growth and proficiency in mathematical concepts. Success criteria were found to enhance teacher clarity, student learning, and self-regulation abilities. Recommendations include integrating success criteria-based self-assessment into teaching practices and policy frameworks to enhance student engagement and academic performance. Future research directions involve exploring diverse populations, conducting longitudinal studies, and comparing different self-assessment strategies for effective implementation in education.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
