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

Fu Yun Yu, Wan Shan Wu, Hsun Chih Huang

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)395-408
Number of pages14
JournalAsia-Pacific Education Researcher
Volume27
Issue number5
DOIs
Publication statusPublished - 2018 Oct 1

All Science Journal Classification (ASJC) codes

  • Education

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