Predictive effects of the quality of online peer-feedback provided and received on primary school students' quality of question-generation

Fu Yun Yu, Chun Ping Wu

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

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 question generation. 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 question generation. 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.

Original languageEnglish
Pages (from-to)234-246
Number of pages13
JournalEducational Technology and Society
Volume19
Issue number3
Publication statusPublished - 2016

All Science Journal Classification (ASJC) codes

  • Education
  • Sociology and Political Science
  • Engineering(all)

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