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Yu, Fu-Yun; Wu, Chun-Ping
Educational Technology & Society, 07/2016, Letnik: 19, Številka: 3Journal Article
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.
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Leto | Faktor vpliva | Izdaja | Kategorija | Razvrstitev | ||||
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JCR | SNIP | JCR | SNIP | JCR | SNIP | JCR | SNIP |
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Povezave do osebnih bibliografij avtorjev | Povezave do podatkov o raziskovalcih v sistemu SICRIS |
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Vir: Osebne bibliografije
in: SICRIS
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