The impact of the self-questioning teaching model on the identification of learning objectives and knowledge criteria in teaching mathematics

Abstract

In this paper, we present a study in which we developed a self-assessment model based on students’ self-questioning and investigated its impact on improving students’ recognition of learning objectives and criteria for assessing tasks in mathematics lessons. The impact of the model was determined on a sample of 164 Grade 7 students in the instructional and practical phases of mathematics learning. It was found that the use of the model resulted in students’ better recognition of learning objectives and assessment criteria in both phases and, for both low- and high-achievers. The results of the study show the importance and the impact of systematic teaching of elements that are important for the process of students’ self-monitoring, self-control of their learning process, and the formation of a realistic awareness of their knowledge.