ERCoRe Learning Model Potential for Enhancing Student Retention among Different Academic Ability

Year 2018, Volume: 18 Issue: 77, 19 - 34, 20.09.2018

Nur Ismırawatı Aloysius Duran Corebıma Siti Zubaıdah İstamar Syamsurı

Abstract

Purpose:  This research was conducted to
investigate the potential of the ERCoRe learning model in empowering the
retention of students’ of different academic ability. Research Methods: This
was a quasi-experimental research using pre-test and post-test non-equivalent
control group design of 2x2. There were two independent variables. The first
variable was the learning model consisting of the ERCoRe model and conventional
learning, and the second variable was academic ability, consisting of upper and
lower levels of academic ability. The dependent variable was the students’
retention. The samples for this research were the students of class X in Pangkep
District, Indonesia.

The data from this research
were analysed by using ANCOVA, followed by Least Significant Different (LSD). Findings: The ERCoRe learning model was shown to have more
potential for improving the students’ retention than conventional learning
(11.58%). The interaction between the ERCoRe learning model and academic
ability did not have an effect on students’ retention, but it was seen from the
combination groups that the retention of the higher academic ability students
who experienced ERCoRe learning was higher (significantly different) than that
of the other combination groups. Implications
for Research and Practice: Teachers need to implement the ERCoRe learning
model because this learning model can improve the level of students’ retention. 

Keywords

academic ability, conventional learning, ERCoRe learning, learning model, student retention

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