In this research, the role of student learning processes in enhancing physics conceptual understanding was being investigated in the Singapore secondary school context. The construct validity of three instruments, namely the Motivated Strategies for Learning Questionnaire, the Two-Factor Revised Learning Process Questionnaire and the Physics Task Value Scale, were first being established. The next study, which examined the relationships between self-regulated learning, learning approaches and physics conceptual understanding, revealed a complex pattern of directionality between them. The final study, which investigated the effects of assessment expectations, suggest that assessment approaches can significantly altered students' learning processes and outcomes.
|Award date||4 Jan 2017|
|Publication status||Unpublished - 2017|