Exploring Undergraduate Students’ Motivation, Self-Efficacy and Learning Performance after Taking a Graphic Design Course with Peer Assessment Embedded
碩士 === 國立屏東科技大學 === 幼兒保育系所 === 103 === Previous studies have pointed out that peer assessment is one of the effective instructional strategies. The study was to examine the impacts of embedding peer assessment into a graphic design course on students’ learning performance, motivation, and self-effic...
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| Format: | Others |
| Language: | zh-TW |
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2015
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| Online Access: | http://ndltd.ncl.edu.tw/handle/26128472469226453475 |
| Summary: | 碩士 === 國立屏東科技大學 === 幼兒保育系所 === 103 === Previous studies have pointed out that peer assessment is one of the effective instructional strategies. The study was to examine the impacts of embedding peer assessment into a graphic design course on students’ learning performance, motivation, and self-efficacy. The participants were 59 female undergraduates who major in child care. They all took Motivation of Online Peer Assessment Survey (MOPAS) and Online Peer Assessment Self-Efficacy Survey (OPASS) before and after the treatment. Their final projects were also evaluated as the learning outcomes. The results showed that peer assessment could enhance the students’ learning outcomes. The scores that the participants rated were higher than those given by the teachers. Students of the higher performance group tended outperformed those in the lower performance group in terms of learning outcomes, motivation, and self-efficacy. However, no statistically significant difference was found in words of feedback.
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