The Effect of Students Perception on Classroom Assessment to Students Attitudes
Mohammad Syaifuddin

syaifuddin[at]umm.ac.id
University of Muhammadiyah Malang

Abstract

The objectives of this research were to analyze 1) the perceptions of the students on classroom assessments; 2) the differences in the students perceptions on classroom assessment based on gender and the lecturers; and 3) the effect of students perceptions on classroom assessment to the students attitudes. The subjects were UMM students who attended Descriptive Statistics course. Descriptive statistics course was taught by two lecturers. The data were collected using a Students Perception of Assessment Questionnaire (SPAQ) adapted from Gao, M. (2012) and Tadesse, M (2015). Cronbach alpha of SPAQ was calculated and the reliability coefficient for each item was high (alpha more than 0.80). The data were analyzed using SPSS to calculate the frequency, the percentage, and mean of students responses using a 5 Likert scale from strongly disagree to strongly agree on each item. The independent sample t-test with 95% confidence interval was used to test the differences in students perceptions on classroom assessments by gender and the lecturers. The F test was used to examine the effects of students perceptions on classroom assessment to attitudes.
This current research has concluded the followings: 1) the perceptions of students on classroom assessment were positive for all aspects, except for the students perceptions on their ability to prepare for the test or work on assignments and feedback. The lowest students perception was in the item of the lecturers praise on the students who got good grades; (2) the perceptions of the students on classroom assessments based on gender and the lecturers have shown no difference to all aspects of classroom assessments; and (3) the students perceptions on classroom assessment influenced the students attitudes.

Keywords: students perception, learning, classroom assessment, attitude, descriptive statistics

Topic: Mathematics Education