Promoting Middle School Students’ Learning Motivation and Academic Emotions via Student-Created Feedback for Online Student-Created Multiple-Choice Questions

The comparative effects of student-created feedback for online student-created multiple-choice questions (the experimental group) and online student-created multiple-choice questions alone (the control group) on middle school-aged students’ learning motivation and both positive and negative academic...

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Published inThe Asia-Pacific education researcher Vol. 27; no. 5; pp. 395 - 408
Main Authors Yu, Fu-Yun, Wu, Wan-Shan, Huang, Hsun-Chih
Format Journal Article
LanguageEnglish
Published Singapore Springer Singapore 01.10.2018
Springer
Springer Nature B.V
Subjects
Education
Educational Policy and Politics
Educational psychology
Educational Technology
Emotional Response
Emotions
Feedback (Response)
Grade 7
International and Comparative Education
Internet
Learning
Learning and Instruction
Learning Motivation
Middle School Students
Motivation
Multiple Choice Tests
Regular Article
Sociology of Education
Technology Uses in Education
User-created content
Problem posing
Academic emotions
Learning motivation
Online learning environments
Online AccessGet full text

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Abstract The comparative effects of student-created feedback for online student-created multiple-choice questions (the experimental group) and online student-created multiple-choice questions alone (the control group) on middle school-aged students’ learning motivation and both positive and negative academic emotions were examined. A non-equivalent control group design was adopted. One hundred and nine seventh graders from four intact classes participated for 9 weeks. The results of the ANCOVA indicated that students in the experimental group scored significantly higher than those in the control group in learning motivation and positive academic emotions in the subject matter studied. No statistically significant differences in negative academic emotions in the subject matter studied between the two groups were supported by the ANCOVA results. Based on the findings, suggestions for instruction and future studies were provided.
AbstractList The comparative effects of student-created feedback for online student-created multiple-choice questions (the experimental group) and online student-created multiple-choice questions alone (the control group) on middle school-aged students’ learning motivation and both positive and negative academic emotions were examined. A non-equivalent control group design was adopted. One hundred and nine seventh graders from four intact classes participated for 9 weeks. The results of the ANCOVA indicated that students in the experimental group scored significantly higher than those in the control group in learning motivation and positive academic emotions in the subject matter studied. No statistically significant differences in negative academic emotions in the subject matter studied between the two groups were supported by the ANCOVA results. Based on the findings, suggestions for instruction and future studies were provided.
The comparative effects of student-created feedback for online student-created multiple-choice questions (the experimental group) and online student-created multiple-choice questions alone (the control group) on middle school-aged students’ learning motivation and both positive and negative academic emotions were examined. A non-equivalent control group design was adopted. One hundred and nine seventh graders from four intact classes participated for 9 weeks. The results of the ANCOVA indicated that students in the experimental group scored significantly higher than those in the control group in learning motivation and positive academic emotions in the subject matter studied. No statistically significant differences in negative academic emotions in the subject matter studied between the two groups were supported by the ANCOVA results. Based on the findings, suggestions for instruction and future studies were provided.
Audience Middle Schools
Author Huang, Hsun-Chih
Wu, Wan-Shan
Yu, Fu-Yun
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Keywords User-created content
Problem posing
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Learning motivation
Online learning environments
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Snippet The comparative effects of student-created feedback for online student-created multiple-choice questions (the experimental group) and online student-created...
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SubjectTerms Education
Educational Policy and Politics
Educational psychology
Educational Technology
Emotional Response
Emotions
Feedback (Response)
Grade 7
International and Comparative Education
Internet
Learning
Learning and Instruction
Learning Motivation
Middle School Students
Motivation
Multiple Choice Tests
Regular Article
Sociology of Education
Technology Uses in Education
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Title Promoting Middle School Students’ Learning Motivation and Academic Emotions via Student-Created Feedback for Online Student-Created Multiple-Choice Questions
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