東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A Quantitative Correlation Study of ...

Rafferty, Richard J.

Linked to FindBook

Google Book

Amazon

博客來

A Quantitative Correlation Study of Student Feedback Preference, Student Motivation, and Student Cognitive Style of Pacific Northwest First-Year Online Community College Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Quantitative Correlation Study of Student Feedback Preference, Student Motivation, and Student Cognitive Style of Pacific Northwest First-Year Online Community College Students./
Author:	Rafferty, Richard J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	117 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
Contained By:	Dissertation Abstracts International80-03A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10936806
ISBN:	9780438509474

A Quantitative Correlation Study of Student Feedback Preference, Student Motivation, and Student Cognitive Style of Pacific Northwest First-Year Online Community College Students.
Rafferty, Richard J.

A Quantitative Correlation Study of Student Feedback Preference, Student Motivation, and Student Cognitive Style of Pacific Northwest First-Year Online Community College Students. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 117 p.

Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

The problem was online students tend to perceive feedback as less effective when it does not align with their feedback preferences. The purpose of this quantitative correlation study was to investigate whether relationships exist among cognitive styles, feedback preferences, and motivation for online students in one Washington community college. The sampling frame included all students (131) enrolled in online College Success courses during the 2017 Spring Quarter. The final sample size was 63. Data collected were analyzed using correlation testing and regression analysis. The findings for hypothesis 1 indicated a significant relationship (p=.004) between Student Feedback Preference and Student Motivation. The results for hypothesis 2 indicated no significant findings (p>.05). The implications of the findings (a) reinforce the notion that student feedback preference and student motivation are positively linked and (b) support research that indicated no significant relationship exists between student cognitive style and student feedback preference. Recommendations for practice were for educational leadership to encourage online instructors to (a) provide feedback that is designed to help students feel more competent, (b) provide feedback in ways that help students process feedback, (c) focus less on cognitive style and more on learning about students' past experiences, and (d) help students learn how to switch cognitive styles. Recommendations for future research were to conduct (a) a quantitative regression study to further investigate the significant correlation between student motivation and student feedback preference and (b) a quantitative correlation study to investigate whether student cognitive style could predict student feedback preference when measured by different psychometric instruments.

ISBN: 9780438509474Subjects--Topical Terms:

517670
Educational technology.

A Quantitative Correlation Study of Student Feedback Preference, Student Motivation, and Student Cognitive Style of Pacific Northwest First-Year Online Community College Students.
LDR:02991nmm a2200349 4500 001 2204730
005 20190709113043.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438509474
035 $a (MiAaPQ)AAI10936806
035 $a (MiAaPQ)northcentral:13300
035 $a AAI10936806
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rafferty, Richard J. $3 3431599
245 1 2 $a A Quantitative Correlation Study of Student Feedback Preference, Student Motivation, and Student Cognitive Style of Pacific Northwest First-Year Online Community College Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 117 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
500 $a Advisers: Robin Throne; Brian Oddi.
502 $a Thesis (Ed.D.)--Northcentral University, 2018.
520 $a The problem was online students tend to perceive feedback as less effective when it does not align with their feedback preferences. The purpose of this quantitative correlation study was to investigate whether relationships exist among cognitive styles, feedback preferences, and motivation for online students in one Washington community college. The sampling frame included all students (131) enrolled in online College Success courses during the 2017 Spring Quarter. The final sample size was 63. Data collected were analyzed using correlation testing and regression analysis. The findings for hypothesis 1 indicated a significant relationship (p=.004) between Student Feedback Preference and Student Motivation. The results for hypothesis 2 indicated no significant findings (p>.05). The implications of the findings (a) reinforce the notion that student feedback preference and student motivation are positively linked and (b) support research that indicated no significant relationship exists between student cognitive style and student feedback preference. Recommendations for practice were for educational leadership to encourage online instructors to (a) provide feedback that is designed to help students feel more competent, (b) provide feedback in ways that help students process feedback, (c) focus less on cognitive style and more on learning about students' past experiences, and (d) help students learn how to switch cognitive styles. Recommendations for future research were to conduct (a) a quantitative regression study to further investigate the significant correlation between student motivation and student feedback preference and (b) a quantitative correlation study to investigate whether student cognitive style could predict student feedback preference when measured by different psychometric instruments.
590 $a School code: 1443.
650 4 $a Educational technology. $3 517670
650 4 $a Community college education. $3 2122836
650 4 $a Educational psychology. $3 517650
650 4 $a Higher education. $3 641065
650 4 $a Cognitive psychology. $3 523881
650 4 $a Behavioral psychology. $3 2122788
690 $a 0710
690 $a 0275
690 $a 0525
690 $a 0745
690 $a 0633
690 $a 0384
710 2 $a Northcentral University. $b Education. $3 2049771
773 0 $t Dissertation Abstracts International $g 80-03A(E).
790 $a 1443
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10936806