Abstract
The aim of this study was to determine the effect of emotional motivational feedback messages given for online homework of secondary school sixth grade students within the scope of Information Technologies and Software course on academic success. The research was quantitatively designed based on quasi-experimental design with pretest-posttest control group. Participants of the study were 57 sixth grade students studying at a state secondary school. During the research, emotional motivational feedback messages were given the students in the experimental group and only motivational feedback was given the students in the control group. The data were collected through the academic achievement test developed by Öztürk (2015) within the scope of Information Technologies Course. The data obtained from the pretests and posttests applied were analyzed by paired group t-test and independent groups t-test, and comparisons were made. In the light of the findings obtained, it was seen that the increase in the posttest scores of both groups was significant, but that the increase in the scores between the groups did not differ significantly.
Highlights
Students interact with each other in cognitive, social and emotional ways in the learning environments (Spanoudis and Kyza, 2009)
This study, which examined the effect of emotional motivational feedback given to sixth grade students on their academic achievement, is a quantitative study designed on the basis of quasi-experimental design with pretest-posttest control groups
It was concluded that there was a significant difference between the academic achievement pretest and posttest scores of the control group, who were given motivational feedback messages for the Information Technologies course online homework
Summary
Students interact with each other in cognitive, social and emotional ways in the learning environments (Spanoudis and Kyza, 2009). The interaction are realted to motivation in education process (Şener, Ertem & Meç, 2020; Meşe & Sevilen, 2021). Feedback is one of the leading variables among these and has become the center of many approaches in education in the process. The importance of feedback is emphasized in instructional designs based on different educational philosophies (Mory, 2004). Giving feedback, which is accepted as responses to students' behavior, tasks, and homework, is a very important technique for learning (Sprenger, 2005). Feedback can be effective on students in many aspects such as learning, motivation and emotion, it is known that students' reactions to feedback are generally emotional (Burke and Pieterick, 2010).
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