The effect of feedback type in the e-learning environment on students’ achievement and motivation

Year 2022, , 694 - 705, 30.09.2022

Iman Said Al-darei Abdelrahman Elhag

https://doi.org/10.31681/jetol.1111527

Cited By: 2

Abstract

This study investigated the effect of different types of feedback in an e-learning environment in enhancing students’ achievement and motivation in the Information Technology subject. The study adopted a quasi-experimental research design. The sample consisted of 97 eighth-grade students enrolled in Sarah Umm Ishaq Basic Education School in the Al Batinah North Governorate of Oman for the academic year 2021/2022. This research applied a pre-test and post-test and motivation surveys to measure the effects of three feedback types. For the data analysis, the researchers used the descriptive statistics of means and standard deviations, one-way analysis of variance (ANOVA), and one-way repeated measures ANOVA. The results of the study showed that the types of feedback had an effect on academic achievement relative to the IT curriculum for the 8th-grade students, favoring interpretive feedback. The results also indicated that students’ experiences with feedback types in the IT curriculum significantly increased their motivation and had a positive effect, particularly favoring interpretive feedback.

Keywords

Feedback Types, E-Learning Environment, Achievement, Motivation

Supporting Institution

Sultan Qaboos University

Project Number

Individual work.

Thanks

The researchers’ thanks go to the school principal of Sarah Umm Ishaq for Basic Education School in Al Batinah North Governorate, which has assisted in facilitating the research procedure. It is hoped that the results and recommendation presented can contribute positively to the schools and the research in Oman

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