Predictive Effects of the Quality of Online Peer-Feedback Provided and Received on Primary School Students' Quality of Question-Generation
نویسندگان
چکیده
The research objectives of this study were to examine the individual and combined predictive effects of the quality of online peer-feedback provided and received on primary school students’ quality of questiongeneration. A correlational study was adopted, and performance data from 213 fifth-grade students engaged in online question-generation and peer assessment for six weeks were analysed using hierarchical multiple regression, with the dependent variable of scores on question-generation and independent variables of scores on peer-feedback provided and received. The results from the two-step hierarchical regression analysis indicated that the quality of peer-feedback provided and received, respectively, predicted students’ quality of questiongeneration. Furthermore, the results from the three-step hierarchical regression analysis showed that the quality of peer-feedback provided and received in combination also predicted students’ quality of question-generation. Details of the significance of this study are provided, as well as suggestions for instructional implementations.
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ورودعنوان ژورنال:
- Educational Technology & Society
دوره 19 شماره
صفحات -
تاریخ انتشار 2016