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The Intelligent Essay Assessor Autog...

Fisher, Joan E.

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The Intelligent Essay Assessor Autograder and Its Effect on Reducing College Writing Anxiety.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Intelligent Essay Assessor Autograder and Its Effect on Reducing College Writing Anxiety./
Author:	Fisher, Joan E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	126 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10265396
ISBN:	9781369736458

The Intelligent Essay Assessor Autograder and Its Effect on Reducing College Writing Anxiety.
Fisher, Joan E.

The Intelligent Essay Assessor Autograder and Its Effect on Reducing College Writing Anxiety. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 126 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--Keiser University, 2017.

Writing anxiety impedes meta-cognitive writing strategies, which results in a decline in writing skills amongst college freshman composition students. This study examined the effect autograders have on reducing writing anxiety. This paper presented (a) was there significant difference in students' writing anxiety based on autograder usage for evaluation, (b) was there significant difference in writing anxiety on the basis gender, and (c) was there significant difference in writing anxiety on the basis of age. The participants were 129 community college undergraduate composition students, 67 male students and 62 female students, of first year English Composition Community College classes 2017. The samples were selected using purposive sampling. The data were collected from the Daly/Miller Writing Apprehensive Test adapted for Survey Monkey as a pretest to determine a baseline writing anxiety scale and as a post-test from an experimental group using an autograder to evaluate the writing and a control group using an instructor to evaluate the writing following an in-class writing. Then, the data were analyzed quantitatively using ANCOVA and ANOVA. The result showed no statistically significant difference on the basis of autograder usage, gender, or age. However, the findings confirmed previous research on community college students and indicated community college students' exhibit writing anxiety. In addition the study almost resulted in statistical significance on the basis of gender and age. Closer analysis revealed students' writing anxiety decreased with each writing attempt.

ISBN: 9781369736458Subjects--Topical Terms:

3172279
Instructional design.

The Intelligent Essay Assessor Autograder and Its Effect on Reducing College Writing Anxiety.
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100 1 $a Fisher, Joan E. $3 3286381
245 1 4 $a The Intelligent Essay Assessor Autograder and Its Effect on Reducing College Writing Anxiety.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Gerry Bedore.
502 $a Thesis (Ph.D.)--Keiser University, 2017.
520 $a Writing anxiety impedes meta-cognitive writing strategies, which results in a decline in writing skills amongst college freshman composition students. This study examined the effect autograders have on reducing writing anxiety. This paper presented (a) was there significant difference in students' writing anxiety based on autograder usage for evaluation, (b) was there significant difference in writing anxiety on the basis gender, and (c) was there significant difference in writing anxiety on the basis of age. The participants were 129 community college undergraduate composition students, 67 male students and 62 female students, of first year English Composition Community College classes 2017. The samples were selected using purposive sampling. The data were collected from the Daly/Miller Writing Apprehensive Test adapted for Survey Monkey as a pretest to determine a baseline writing anxiety scale and as a post-test from an experimental group using an autograder to evaluate the writing and a control group using an instructor to evaluate the writing following an in-class writing. Then, the data were analyzed quantitatively using ANCOVA and ANOVA. The result showed no statistically significant difference on the basis of autograder usage, gender, or age. However, the findings confirmed previous research on community college students and indicated community college students' exhibit writing anxiety. In addition the study almost resulted in statistical significance on the basis of gender and age. Closer analysis revealed students' writing anxiety decreased with each writing attempt.
590 $a School code: 1704.
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