scholarly journals Understanding the Difference Between Self-Feedback and Peer Feedback: A Comparative Study of Their Effects on Undergraduate Students' Writing Improvement

2021 ◽  
Vol 12 ◽  
Author(s):  
Qi Lu ◽  
Xinhua Zhu ◽  
Choo Mui Cheong
Keyword(s):  
Undergraduate Students ◽  
Peer Feedback ◽  
Assessment For Learning ◽  
The Other ◽  
Hierarchical Regression ◽  
Regression Analyses ◽  
Writing Improvement ◽  
Effective Implementation ◽  
The Difference ◽  
Writing Task

Due to the growing popularity of Assessment for Learning in higher education, self- feedback and peer feedback are often highlighted for their role in improving writing performance. In order to provide appropriate support for students' effective implementation of the feedback, teachers must comprehend the differential characteristics of self- and peer feedback. However, empirical research comparing the two remains scarce, particularly when they are used in combination. In this study, 116 Hong Kong undergraduate students participated in an abstract writing task and engaged in self- and peer feedback processes. The amount, types, and implementation of self- and peer feedback and their effects on writing improvement were analyzed and compared. Hierarchical regression analyses indicated that about 25% of the variance in the students' writing improvement was collectively accounted for by the two feedback processes. One form of feedback contributed about 15% of the variance while the other form explained 10%. Feedback types and the amount of implemented feedback were found to be positive predictors of writing improvement, whereas the overall feedback amount negatively affected the improvement. Moreover, the implementation of peer feedback was found to have a greater effect on the improvement than those of self-feedback. Several pedagogical implications of these findings are addressed.

scholarly journals A comparison of animated versus static images in an instructional multimedia presentation

2016 ◽  
Vol 40 (2) ◽  
pp. 201-205 ◽  
Author(s):  
C. J. Daly ◽  
J. M. Bulloch ◽  
M. Ma ◽  
D. Aidulis
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Three Dimensional ◽  
The Other ◽  
Multimedia Presentation ◽  
Still Images ◽  
Significant Difference ◽  
Essay Question ◽  
The Difference ◽  
Video Compositing

Sophisticated three-dimensional animation and video compositing software enables the creation of complex multimedia instructional movies. However, if the design of such presentations does not take account of cognitive load and multimedia theories, then their effectiveness as learning aids will be compromised. We investigated the use of animated images versus still images by creating two versions of a 4-min multimedia presentation on vascular neuroeffector transmission. One version comprised narration and animations, whereas the other animation comprised narration and still images. Fifty-four undergraduate students from level 3 pharmacology and physiology undergraduate degrees participated. Half of the students watched the full animation, and the other half watched the stills only. Students watched the presentation once and then answered a short essay question. Answers were coded and marked blind. The “animation” group scored 3.7 (SE: 0.4; out of 11), whereas the “stills” group scored 3.2 (SE: 0.5). The difference was not statistically significant. Further analysis of bonus marks, awarded for appropriate terminology use, detected a significant difference in one class (pharmacology) who scored 0.6 (SE: 0.2) versus 0.1 (SE: 0.1) for the animation versus stills group, respectively ( P = 0.04). However, when combined with the physiology group, the significance disappeared. Feedback from students was extremely positive and identified four main themes of interest. In conclusion, while increasing student satisfaction, we do not find strong evidence in favor of animated images over still images in this particular format. We also discuss the study design and offer suggestions for further investigations of this type.

Testing the Validity of the Movement Confidence Model in a High-Risk Dive by Novices

1992 ◽  
Vol 14 (2) ◽  
pp. 159-168
Author(s):  
Peter R.E. Crocker ◽  
David R. Leclerc
Keyword(s):  
High Risk ◽  
Undergraduate Students ◽  
Internal Consistency ◽  
Hierarchical Regression ◽  
Unique Contribution ◽  
Regression Analyses ◽  
Term Model ◽  
Joint Influence

This study investigated Griffin and Keogh's movement confidence model. This model holds that movement confidence is determined by the joint influence of perception of ability, the potential for enjoying moving, and the potential for harm. Undergraduate students, 20 males and 20 females, attempted three modified back dives. Before each dive, subjects completed measures on perceived diving confidence, perceived diving ability, potential for enjoying the dive, and potential for harm. Scale internal consistency ranged from «=.62 to «=.85. Regression analyses found a three-term model was a significant predictor of movement confidence (R2s=.54, .67, .71, for Dives 1, 2, and 3, respectively). However, hierarchical regression analyses indicated only potential for physical harm made a significant, unique contribution. The data highlight the importance of perceived movement sensations in influencing the appraisal of movement confidence.

scholarly journals “ATTITUDES OF STUDENTS OF TAFILA TECHNICAL UNIVERSITY TOWARDS DISTANCE LEARNING”

2021 ◽  
Vol 58 (1) ◽  
pp. 5044-5051
Author(s):  
Dr. Lama Majed Al-Qaisy
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
The Other ◽  
Other Hand ◽  
Males And Females ◽  
Technical University ◽  
The Difference ◽  
Students Attitudes ◽  
And Gender ◽  
Academic Year

This paper focuses onidentifying the attitudes of the students of Tafila Technical University towards distance learning. The study sample consisted of 314 undergraduate students for the academic year 2020/2021. The results of the study show that students’attitudes toward distance learning were positive. As for the difference between students’ attitudes and study variables, it was found that there were no differences between students’attitudes towards distance learning and gender (males and females). On the other hand, differences were found due to the type of college and were in favor of the scientific colleges.

scholarly journals Contribution of Leisure Context, Motivation and Experience to the Frequency of Participation in Structured Leisure Activities among Adolescents

2022 ◽  
Vol 19 (2) ◽  
pp. 877
Author(s):  
Matea Belošević ◽  
Martina Ferić
Keyword(s):  
Identity Development ◽  
Youth Development ◽  
Positive Youth Development ◽  
Adolescent Development ◽  
Leisure Time ◽  
Leisure Activities ◽  
The Other ◽  
Peer Influences ◽  
Hierarchical Regression ◽  
Regression Analyses

Leisure time is considered an important context for adolescent development. The purpose of this article is to investigate what contributes to the frequency of adolescents’ participation in structured leisure activities (SLA). Participants were aged 14–21 years (M = 18.87, SD = 1.23) and 44.8% of participants were female. Hierarchical regression analyses were conducted. Results indicate that boys and adolescents who perceive the context of participation in SLA as safe, are externally or intrinsically motivated, and perceive that participation has contributed to their identity development and experiences of initiative, as well as their experiences of stress, are more likely to participate frequently in SLA. On the other hand, these findings indicate that girls and adolescents who are unmotivated to participate in SLA and who experience negative peer influences while participating in SLA are less likely to frequently participate in SLA. It can be concluded that it is important to think much more broadly than just the setting of the activities themselves when promoting young people’s participation in SLA. Some of the features of SLA that promote positive youth development are presented in this paper.

scholarly journals Roles of Feedback to English Writing Improvement: Thai EFL Novice Writers in Higher Education

2020 ◽  
Vol 10 (6) ◽  
pp. 133
Author(s):  
Thitirat Wichanpricha
Keyword(s):  
Undergraduate Students ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Research Approach ◽  
Writing Classroom ◽  
Mixed Method Research ◽  
Writing Improvement ◽  
English Writing ◽  
Implicit And Explicit ◽  
Explicit Feedback

Writing has been the most difficult skill among EFL students for several decades. It inevitably promotes writing feedback and approaches to English writing classroom to minimize students’ errors in their writing draft revision. Hereby, the current study aimed at investigating perceptions towards the three writing features: vocabulary, grammar, and content, and examining the differences of the three assessments including teacher feedback, peer feedback, and self-correction. In addition, the teacher feedback preference as implicit and explicit feedback was determined as well. Participants were 32 first-year undergraduate students majoring in English for International Communication at Rajamangala University of Technology, Lanna Tak, Thailand. The current study employed a mixed-method research approach. Questionnaires and open-ended questions were utilized as research tools. Participants were assigned three genres of writing paragraphs. It took 15 consecutive weeks in providing three different feedback to purposive samples. For every assignment, their peers corrected their first drafts and then they rechecked and edited their output by their own decision. Afterward, the teacher provided both implicit and explicit feedback on the revision process. The data obtained were quantitatively analyzed for mean, standard deviation, and a paired sample t-test which have been deployed to the differences among the three feedback. Correspondingly, all written responses were thematically grouped and transcribed into frequency and percentage. The findings indicated that students mostly expected the teacher to edit their misused words, grammatical errors, and ideas on their drafts. As for the three feedback, most beginning writers particularly believed that teacher feedback, which was followed by self-correction and peer feedback, was much necessary for writing improvement and teachers should edit their redrafts explicitly in an EFL writing classroom.

scholarly journals An Examination of Multiple Predictors of Orthographic Functioning

2010 ◽  
Vol 44 (1) ◽  
pp. 50-62 ◽  
Author(s):  
Glenn R. Mesman ◽  
Michelle Y. Kibby
Keyword(s):  
Phonological Awareness ◽  
Visual Processing ◽  
Heterogeneous Group ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Rapid Naming ◽  
Hierarchical Regression ◽  
Regression Analyses ◽  
Composite Measure ◽  
Rapid Automatic Naming

The purpose of this study was to compare three variables in terms of how well they predict orthographic functioning. To this end, the authors examined the relative contributions of rapid automatic naming, exposure to print, and visual processing to a composite measure of orthographic functioning in a heterogeneous group of 8- to 12-year-old children. Hierarchical regression analyses revealed that rapid naming, exposure to print, and visual processing were each predictive of orthographic functioning when controlling for the other variables as well as vocabulary knowledge and phonological awareness. Thus, it appears that both linguistic and visual abilities are related to orthographic functioning.

scholarly journals Cohesive Devices Analysis: Mind Your Writing Texture!

2020 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
Luthfi Awwalia ◽  
Suhardi Suhardi
Keyword(s):  
Undergraduate Students ◽  
Document Analysis ◽  
The Other ◽  
Writing Ability ◽  
Cohesive Devices ◽  
Good Writing ◽  
The Impact ◽  
Writing Task ◽  
Problematic Aspect ◽  
Academic Test

Writing ability is one of the most important yet difficult skill to be mastered. It has many components to make the good writing. The problematic aspect is to deal with lexical cohesive devices in general. This issue is being concerned especially for those who are going to take an IELTS Academic test. This study aims to examine the most lexical cohesive devices used by Undergraduate students in Yogyakarta, Indonesia. There are some researchers who conducted research on this field, on the other hand, this phenomenon is not a common topic discussed in Indonesia. Document analysis was done and accompanied by the interview in conducting this research. The respondents of this research were 14 who were willing to do the IELTS writing task 2 and being interviewed. The document analysis was conducted for students’ writing of IELTS writing Task 2. The result indicated that the most undeniable difficulty by the test-takers in the use of lexical cohesive devices was repetition. The lack of vocabulary was the main reason for the respondents, especially for the academic words. All test-takers could repeat the same words as many as 602 times. Hence, the impact of this research would enlighten the readers and the tutors to pay more attention to the use of lexical devices in writing.

Going Remote during COVID-19 Pandemic: Effects of Problem-Based Learning towards Improving Students' Critical Thinking and Problem-Solving Skills

2021 ◽  
Vol 12 (3) ◽  
pp. 2342-2356
Author(s):  
Low Kah Choon Et.al
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
The Other ◽  
Learning Mechanisms ◽  
Problem Solving Skills ◽  
Other Hand ◽  
The Difference ◽  
Remote Learning

COVID-19 pandemic spreading all around the world, the higher learning institutions were forced to shut or limit the person in contact to control the spread of diseases. Under this circumstance, remote learning that emphasized learning via online setting embraced in higher education to replace the physical classroom during the pandemic time. This study designed a single Problem-Based Learning (PBL) module using remote learning to examine the students experience in PBL, and to what extent the PBL module helps students to improve their critical thinking and problem-solving skills. The remote learning PBL module conducted using reflection method to assess the students' experiences in PBL learning. On the other hand, a set of survey questionnaires was distributed to 34 undergraduate students to gather the responses for the assessment of critical thinking and problem-solving skills. This study employed both quantitative and qualitative analysis to investigate the students’ critical thinking, problem-solving skills and their experience in remote learning PBL. Using paired sample t-test to test the difference between pre- and post- remote learning PBL class, results indicated that there was a significant improvement of students’ critical thinking and problem-solving skills after remote learning PBL class. On the other hand, thematic analysis on students’ feedback on remote learning PBL class- first, second, and third meeting, indicated that students gradually improved their critical thinking and problem-solving skills. Although students implied positive feedback on the class, however, some of them were facing difficulties in understanding the module or physical disruptions that distract their learning. The findings gave insights for the lecturers to design a suitable learning course during the pandemic time. Moreover, the findings highlighted challenges that gave insights for the lecturers to look at the students’ feedback from time to time to improve the learning mechanisms and to create a better learning environment.

Self-Esteem, Source of Influence, and Orientation toward Freedom and Solidarity

1994 ◽  
Vol 75 (2) ◽  
pp. 827-832
Author(s):  
Serge Madhere
Keyword(s):  
Undergraduate Students ◽  
Social Desirability ◽  
Peer Influence ◽  
Significant Interaction ◽  
Self Esteem ◽  
The Self ◽  
The Other ◽  
Analysis Of Covariance ◽  
Main Effect ◽  
The Difference

With 98 undergraduate students the effects of four factors on orientation toward freedom and solidarity were examined. The four factors were self-esteem, source of influence, age, and social desirability. An analysis of covariance controlling for the effects of social desirability and age yielded a significant main effect only for the self-esteem factor. Subjects with high self-esteem scores rated freedom and solidarity higher than did those with lower self-esteem scores. The other factor contributed to a significant interaction. The difference due to self-esteem was salient among people who attributed their values to parental rather than peer influence.

Coping Style as a Mediator of the Relationship Between Depressive Symptoms and Deliberate Self-Harm

Crisis ◽  
2011 ◽  
Vol 32 (5) ◽  
pp. 272-279 ◽  
Author(s):  
Allison S. Christian ◽  
Kristen M. McCabe
Keyword(s):  
Depressive Symptoms ◽  
Undergraduate Students ◽  
Cross Sectional Study ◽  
Self Report ◽  
Hierarchical Regression ◽  
Cross Sectional ◽  
Deliberate Self Harm ◽  
Self Blame ◽  
Self Harm ◽  
The Relationship

Background: Deliberate self-harm (DSH) occurs with high frequency among clinical and nonclinical youth populations. Although depression has been consistently linked with the behavior, not all depressed individuals engage in DSH. Aims: The current study examined maladaptive coping strategies (i.e., self-blame, distancing, and self-isolation) as mediators between depression and DSH among undergraduate students. Methods: 202 students from undergraduate psychology courses at a private university in Southern California (77.7% women) completed anonymous self-report measures. Results: A hierarchical regression model found no differences in DSH history across demographic variables. Among coping variables, self-isolation alone was significantly related to DSH. A full meditational model was supported: Depressive symptoms were significantly related to DSH, but adding self-isolation to the model rendered the relationship nonsignificant. Limitations: The cross-sectional study design prevents determination of whether a casual relation exists between self-isolation and DSH, and obscures the direction of that relationship. Conclusions: Results suggest targeting self-isolation as a means of DSH prevention and intervention among nonclinical, youth populations.

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