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Slope and Intercept of Regression Equations of The Correlation between Metacognitive Skill and Concept Gaining of The Students having Different Academic Capabilities In Biology Learning at Senior High Schools In Malang, Indonesia

Select Volume / Issue:

• Volume 3,Issue 2, March 2016

Year:

2016

Type of Publication:

Article

Keywords:

Concept Gaining, Intercept, Metacognitive Skills, Regression Equation, Slope

Authors:

• Siswati, Bea Hana
• Mahanal, Susriyati
• Susilo, Herawati
• Aloysius, Duran Corebima

Journal:

IJIRES

Volume:

3

Number:

2

Pages:

129-135

Month:

March

ISSN:

2349-5219

BibTex:

@article{582, author = "Bea Hana Siswati and Susriyati Mahanal and Herawati Susilo and Duran Corebima Aloysius", abstract = "Regression analysis is a tool used to study the functional correlation between variables presented in the form of regression equations and regression lines. In this study, regression analysis was performed to investigate the correlation between students’ metacognitive skills and their Biology concept gaining. Regression analyses performed on different learning models will generate several regression equations. Those regression equations can be analyzed further to determine whether the regression lines formed are parallel and coincide, parallel but do not coincide or intersect. This study aims to reveal the regression lines of seven learning models implemented on students having different academic abilities in class XI of Senior High School. The study was conducted for one semester in 2013/2014 academic year with a total sample of 350 students. The results of the data analysis showed that regression lines of the correlation between metacognitive skills and concept gaining being compared, both on the students of low academic ability and on those of high academic ability, on the same or different learning models, tended to be parallel. The regression lines which were parallel and coincide were 53.07%, parallel but did not coincide were 26.53%, and those which were intersected were 20.40%. The tendency of the parallelism of the regression lines of the correlation between students’ metacognitive skills and concept gaining at various or all conditions, still needs to be studied further. ", issn = "23495219", journal = "IJIRES", keywords = "Concept Gaining, Intercept, Metacognitive Skills, Regression Equation, Slope", month = "March", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "2", pages = "129-135", title = "{S}lope and {I}ntercept of {R}egression {E}quations of {T}he {C}orrelation between {M}etacognitive {S}kill and {C}oncept {G}aining of {T}he {S}tudents having {D}ifferent {A}cademic {C}apabilities {I}n {B}iology {L}earning at {S}enior {H}igh {S}chools {I}n {M}alang, {I}ndonesia", volume = "3", year = "2016", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

Regression analysis is a tool used to study the functional correlation between variables presented in the form of regression equations and regression lines. In this study, regression analysis was performed to investigate the correlation between students’ metacognitive skills and their Biology concept gaining. Regression analyses performed on different learning models will generate several regression equations. Those regression equations can be analyzed further to determine whether the regression lines formed are parallel and coincide, parallel but do not coincide or intersect. This study aims to reveal the regression lines of seven learning models implemented on students having different academic abilities in class XI of Senior High School. The study was conducted for one semester in 2013/2014 academic year with a total sample of 350 students. The results of the data analysis showed that regression lines of the correlation between metacognitive skills and concept gaining being compared, both on the students of low academic ability and on those of high academic ability, on the same or different learning models, tended to be parallel. The regression lines which were parallel and coincide were 53.07%, parallel but did not coincide were 26.53%, and those which were intersected were 20.40%. The tendency of the parallelism of the regression lines of the correlation between students’ metacognitive skills and concept gaining at various or all conditions, still needs to be studied further.

Full text: IJIRES-582_Final.pdf Online version [Bibtex]