دراسة
The Effect of the Types of Feedback in eLearning Environment on 8th Grade Students' Achievement and Motivation in the IT Subject
مرفقات :
(1)
The Effect of the Types of Feedback in eLearning Environment on 8th Grade Students' Achievement and Motivation in the IT Subject
Al-Darei, Iman Said Khalifa (2022).
The purpose of this study was to investigate the effect of the types of feedback in an eLearning environment in enhancing the 8th-grade students’ achievement and motivation in IT subject. This research adopted a quasi-experimental research design, subject. It applied the method of three experimental groups with achievement test and motivation survey. The feedback types in an eLearning environment enhance grade-eight students' achievement in IT subject. • There are statistically significant differences between feedback types (confirmative, corrective, and interpretive) on grade-eight students' achievement in IT subject in favor of interpretive feedback. • The feedback types in an eLearning environment enhance grade-eight students' motivation towards the IT subject. • There are statistically significant differences between feedback types (confirmative, corrective, and interpretive) on grade-eight students' motivation in IT subject in favor of interpretive feedback. • When students gain interpretation and receive feedback on the misunderstandings they face, eLearning provides a rich environment for interaction between students and the materials offered to them. There are four main recommendations stated for the Ministry of Education (MOE) administrators and policymakers: First, as the use of interpretive feedback has the power on enhancing academic achievement, they should arrange teacher-training courses on strategies for providing appropriate and effective feedback in an eLearning environment to enhance students' learning and motivation. Second, they should support schools with high- speed Internet connections to keep teachers using applications on the Internet to implement motivating activities in the classroom. Third, they should make the eLearning environment the major priority that allows students to rapidly complete various learning tasks using interactive tools which allow interaction between teachers and students. Several recommendations have been made to assist teachers in implementing appropriate feedback in their classrooms: First, they should focus on the interpretive feedback provided to students in an eLearning environment to improve learners' learning effectiveness, motivation, and successful completion of the learning activities. Also, they should provide a range of learning resources, such as sound, picture, motion, video clips, simulations, and visual presentations through using interpretive feedback. Furthermore, they should apply the findings of learning theories to design electronic courses delivered via the internet; particularly, strategies of delivering feedback and appropriate reinforcement for each learner. In addition, they should create a workgroup community to share their activities in many subjects to provide suitable feedback to students.
The purpose of this study was to investigate the effect of the types of feedback in an eLearning environment in enhancing the 8th-grade students’ achievement and motivation in IT subject. This research adopted a quasi-experimental research design, subject. It applied the method of three experimental...