dc.description.abstract | This purpose of this research is to establish the result of student self-evaluation on student
accomplishment in general, writing competency, and metacognitive skills. Self-evaluation
enables learners to think carefully on the value of their work and how they can achieve their
objectives by identifying their shortcomings and strengths. The ultimate goal of self-evaluation
is to help the student revise the work accordingly. Self-evaluation plays a crucial role since it
provides feedback for both educators and learners. The study was steered by three objectives
as follows:
To determine the effect of student self-evaluation on their education performance
To establish whether student self-evaluation influence their competency level in writing
To establish whether student self-evaluation resulted in a change in their metacognitive skills
To achieve this objective, the study adopted a quasi-experimental research design in which two
batches of learners (experimental and control groups) were purposively selected.
Questionnaires were used to collect data and a research procedure that involved teaching the
experimental group self-evaluation, administering a test, and grading it. Scores from the first
and the second draft D1 and D2 were recorded and entered into the statistical package for social
sciences (S.P.S.S.) for analysis. A one-way analysis of variance (ANOVA) experiment was
done to determine the effect of student self-evaluation on school performance. a "P" value of
0.002 (lesser than 0.05) was revealed, indicating a remarkable rise in the learners' performance
after the treatment for both self-evaluation and teacher assessment. To determine if learner selfevaluation
affected their competency, a two-tailed t-test analysis was conducted. The mean
comparison confirmed that there were differences in the competency level as a result of peer
assessment. A t value of 0.00 confirmed that the difference in means was significant to support
the hypothesis that students' self-evaluation has a significant impact on writing competency.
Both narrative analyses of the post-test surveys and the distribution of perception on
metacognitive elements established that self-evaluation ushered the improvement of
metacognitive skills. The study gathered that student self-evaluation had a remarkable effect
on learner academic performance. | en_US |