THE EFFECT OF SELF-ASSESSMENT ON STUDENT ENGAGEMENT IN MATHEMATICS: ANALYZING CHANGES IN ENGAGEMENT LEVELS

Abstract Assessment, including self-assessment, provides a rich scaffolding for the growth and improvement of students. The study evaluated whether there is evidence of development in the three dimensions of student engagement as influenced by self-assessment. Forty-eight students of a private university in the Philippines who were enrolled in a general mathematics course were the participants of the study. The participants underwent a self-assessment scheme by including weekly narrative self-assessment journals, assessment checklists, and student portfolios in the instruction. Levels of student engagement were gauged using a student engagement scale in a pre-test and post-test design. The comparison outcomes showed varying levels of engagement in the affective, cognitive, and behavioral dimensions. Also, the results suggest evidence of the effectiveness of self-assessment in improving student engagement on the three dimensions of engagement. Contents of the student reflections in the study have further proven the usefulness of self-assessment activities in the mathematics learning experience.