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首页> 外文期刊>International Journal of Scientific & Technology Research >Gradual Release Of Responsibility Instructional Model: Its Effects On Students? Mathematics Performance And Self-Efficacy
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Gradual Release Of Responsibility Instructional Model: Its Effects On Students? Mathematics Performance And Self-Efficacy

机译：责任教学模式的逐步释放：对学生的影响？数学成绩和自我效能感

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The study assessed the mathematics performance and self-efficacy of Grade 9 students in a Gradual Release of Responsibility Instructional Model (GRRIM) at Central Mindanao University Laboratory High School (CMULHS). It aimed to a) ascertain the performance level of students exposed to GRRIM and those exposed to non-GRRIM in terms of pretest, posttest, and retention test; b) determine the self-efficacy level of the students exposed to GRRIM and those exposed to non-GRRIM in terms of mastery experiences, vicarious experiences, verbal-social persuasion, and physiological and emotional arousal; c) compare the performance of students exposed to GRRIM and those exposed to non-GRRIM in terms of posttest and retention test; d) find the significant difference in the self-efficacy level of the students exposed to GRRIM and those exposed to non-GRRIM in terms of mastery experiences, vicarious experiences, verbal-social persuasion, and physiological and emotional arousal. This study used the quasi-experimental research design. The mathematics performance and self-efficacy level were gathered from the participants using validated instruments to answer the research problems. The level of mathematics performance of the students in the pretest, posttest and retention test when exposed to GRRIM and those exposed to non-GRRIM varies from very low to very high level. The self-efficacy level of Grade 9 students towards Mathematics when exposed to GRRIM and non-GRRIM is moderately low. There was a highly significant difference in the posttest scores of those students exposed to GRRIM compared to those exposed to non-GRRIM. On the contrary, there was no significant difference in the mathematics performance of the students when exposed to GRRIM and non-GRRIM in terms of their retention test scores. There was no significant difference in the self-efficacy of students towards Mathematics in terms of mastery experiences, vicarious experiences, verbal-social persuasions and physiological and emotional arousal when exposed to GRRIM and non-GRRIM.
机译：这项研究在棉兰老中央大学实验中学（CMULHS）逐步发布的责任教学模型（GRRIM）中评估了9年级学生的数学表现和自我效能。其目的是：a）在预测试，后测试和保留测试方面，确定接触GRRIM和非GRRIM的学生的表现水平; b）根据掌握的经验，替代的经验，言语社会的说服力以及生理和情感的刺激来确定接触GRRIM和不接触GRRIM的学生的自我效能水平; c）在后测和保留测试方面比较GRRIM和非GRRIM的学生表现; d）从掌握经验，替代经验，言语社会说服以及生理和情感唤醒方面，发现接触GRRIM的学生和接触非GRRIM的学生的自我效能水平存在显着差异。本研究采用了准实验研究设计。参加者使用经过验证的工具来回答研究问题，从而收集其数学成绩和自我效能水平。暴露于GRRIM和非GRRIM的学生在预测，后测和保留测试中的数学表现水平从非常低到非常高不等。接触GRRIM和非GRRIM的9年级学生对数学的自我效能水平较低。与未接触GRRIM的学生相比，接触GRRIM的学生的后测成绩有很大差异。相反，当学生接受GRRIM和非GRRIM的保留测试分数时，他们的数学成绩没有显着差异。在掌握GRRIM和非GRRIM的情况下，学生对数学的自我效能感在掌握经验，替代经验，言语社会说服以及生理和情感唤醒方面均无显着差异。

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