Research Article
Experimental Study of Learning Methods toward Students Learning Outcomes Viewed from Gender, Motivation, and Self-Efficacy
@INPROCEEDINGS{10.4108/eai.27-4-2019.2285481, author={Urip Tisngati and Martini Martini and Nely Indra Meifiani and Dwi Cahyani Nur Apriyani}, title={Experimental Study of Learning Methods toward Students Learning Outcomes Viewed from Gender, Motivation, and Self-Efficacy}, proceedings={Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia}, publisher={EAI}, proceedings_a={ELLIC}, year={2019}, month={7}, keywords={learning methods learning outcomes gender motivation self-efficacy}, doi={10.4108/eai.27-4-2019.2285481} }- Urip Tisngati
Martini Martini
Nely Indra Meifiani
Dwi Cahyani Nur Apriyani
Year: 2019
Experimental Study of Learning Methods toward Students Learning Outcomes Viewed from Gender, Motivation, and Self-Efficacy
ELLIC
EAI
DOI: 10.4108/eai.27-4-2019.2285481
Abstract
This research aims to test five research hypotheses, related to different students’ outcomes test based on four factors: learning methods, gender, motivation and self-efficacy as well as the interaction among factors to independent variable. This research was experimental method study by implementing 2x2x2x2 factorial design. Each factor consists of two levels. The data were selected by using cluster random sampling. Normality and homogeneity test which taken from students mid examination score were implemented before doing t-test for balance test. Questionnaire and tests were validated by experts and tested for its reliability. The data were analyzed by using two-way variance analysis techniques with SPSS. The results show that: (1) there were no differences in students’ mathematics learning outcomes between experimental and control classes, (2) there were no differences in mathematics learning outcomes between male and female students, (3) there were no differences in mathematics learning outcomes between students with high and low motivation, (4) there are differences in students’ mathematics learning outcomes between high and low self-efficacy, and (5) there is no interaction between learning methods, gender, motivation, and self-efficacy towards mathematics learning outcomes
