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Predictive Effects of the Quality of Online Peer-Feedback Provided and Received on Primary School Students' Quality of Question-Generation
ARTICLE

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Journal of Educational Technology & Society Volume 19, Number 3, ISSN 1176-3647 e-ISSN 1176-3647

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.

Citation

Yu, F.Y. & Wu, C.P. (2016). Predictive Effects of the Quality of Online Peer-Feedback Provided and Received on Primary School Students' Quality of Question-Generation. Journal of Educational Technology & Society, 19(3), 234-246. Retrieved September 22, 2020 from .

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