Motivated Strategy for Learning Questionnaire Scoring Students’ Conceptual Understanding of Causal Pattern in Ecosystem

Khalifatulloh Fielardh, 2013 Dynamics Of Students Self Regulated Learning Within Encological Multi User Virtual Environment Universitas Pendidikan Indonesia | repository.upi.edu

c. Self-Regulated Learning Worksheet

To obtain the data of participants’ self-regulated learning during the learning activity, participants were required to complete two types of worksheets: individual and group worksheet. Each worksheet was then scored using scoring guide generated by author see Appendix A. The rubric comprised of indicators that indicate pa rticipants’ completion of both group and individual worksheet. Each worksheet were scored independently and the acquired score were then appointed as students’ engagement level during the MUVE-assisted learning activity.

d. Qualitative Instruments

Several qualitative instruments see Appendix A were administered in this study, included: reflective journal, interview schedule, and anecdotal field note. The reflective journal is an open-ended questionnaire that was administered after the intervention, to obtai n additional information about students’ self-regulated learning. The interview schedule was used to guide interview session before the intervention with teacher and after the intervention with students. The anecdotal field note was completed by author to capture additional information uncovered by other instruments. The variety of qualitative instrument were administered as a techniques to check the validity of the acquired data.

E. Data Processing

1. Motivated Strategy for Learning Questionnaire Scoring

Since the main instrument that were used to measure SRL behavior data were a questionnaire that consisted of ordinal scales 5-scale Likert type, the data must first transformed into interval scale before furtherly analyzed. Method of successive interval MSI was administered to transform the data. This method implemented separately for each question of both posttest and pretest data see Appendix A. Khalifatulloh Fielardh, 2013 Dynamics Of Students Self Regulated Learning Within Encological Multi User Virtual Environment Universitas Pendidikan Indonesia | repository.upi.edu

2. Students’ Conceptual Understanding of Causal Pattern in Ecosystem

Achievement Test Scoring The open ended questions were scored using a scoring guide generated by author see Appendix A, by adapting similar format from Grozter 2009:44-51. The score represent the percentage of indicators within the participants’ answer of the questions, so the maximum score for this test is 100. Resulted score were then categorized using the tertiary even split method. 3. Self-Regulated Learning Worksheet As mentioned before participants were required to complete two types of worksheets: group and individual. Each worksheet was scored separately using a scoring guide generated by author see Appendix A. Average score of individual and group worksheet were then assigned as the score of participants’ self- regulated learning activity within the learning activity. Resulted score were then categorized using the tertiary even split method. 4. Quantification of Qualitative Data As an additional data to analyze the dynamics of students’ self-regulated learning, data from two qualitative methods: content analysis and semi-structured interview were quantified into percentage Entries reflective journal and responses from interview were then coded using the MaxQDA software to find the emerging themes, as suggested by Creswell Clark 2007:130. B. Data Analysis Analysis of the quantitative data was conducted mainly using the IBM Statistical Package Software for Social Science SPSS version 21.0. Argyrous, 2011. The analysis was conducted using descriptive statistics. The assumptions tests of the two important properties of data distribution were also conducted to determine what type of inferential statistics test that should be conducted. The two basic assumptions were: normality using Saphiro-Wilk Test and homogeneity using Levene Statistics. For the pathway analysis, several additional assumption Khalifatulloh Fielardh, 2013 Dynamics Of Students Self Regulated Learning Within Encological Multi User Virtual Environment Universitas Pendidikan Indonesia | repository.upi.edu tests were conducted which include: linearity, autocorrelation and hetero- scedasticity. After the assumption tests, researcher used inferential statistic test to examine the proposed hypothesis as featured in Table 3.4. Detailed results of each test were included in the Appendix C. Paired sample test instead of one sample t-test was incorporated in this study as there were no standard to be compared against the acquired data. For this instance there were no standard of self-regulated learning ability, self-regulated learning behavior and understanding of the causal pattern in ecosystem Colardaci et al., 2011:301-313 Table 3.4 Statistical Tests to Examine Hypothesis. Hypotheses Statistical Tests H 1-1 There is a significant differenc e of students’ self-regulated learning before and after the intervention. paired sample z-test or Wilcoxon test H 1-2 There is a significant difference of students’ understanding of causal patterns before and after the intervention. paired sample t-test or Wilcoxon test H 1-3 There is a significant correlation between self- regulated learning component and students’ understanding of causal patterns Pearson Product moment or Spearman Correlation H 1-4 There is a significant effect of self-regulated learning ’s component to students’ understanding of causal patterns. Pathway Analysis To specifically address the first and second research question, normalized gain between pretest and posttest of both MSLQ-B and SCCP-E were also calculated See Appendix D for the detailed result. The acquired scores of the gain could then be used to show the effectiveness of the given intervention. For this instance the amount of gain expand the result acquired from the difference tests. The normalized-gain was then categorized based on standards appointed by Hake 1999:1. After completing the quantitative data analysis, the result of qualitative data analysis were infused to enrich the acquired data. Crosscheck to the literature review was also conducted to explain important findings.

C. Procedure of the Study