The Relationship between Collaboration in Learning, Quantity and Timing of Feedback, And Self-Efficacy of Students in Higher Education

Abstract

The purpose of this study was to identify the effect of collaboration in learning, and the quantity and timing of feedback towards the enhancement of self-efficacy among students in a public university in Malaysia. Data was collected using a survey questionnaire. The questionnaire was distributed to a total of 500 randomly selected tertiary students. A total of 475 questionnaires were returned and used for analysis. Data was analysed with both descriptive and inferential statistics. The findings revealed that most of the students collaborate with peers in their learning. Feedback that was identified has a positive and significant relationship with student self-efficacy. A moderate, positive and significant correlation has been identified between collaboration in learning, quantity and timing of feedback and self-efficacy among the students in a public university. However, collaboration in learning and quantity and timing of feedback only induced a low effect size on self-efficacy.
 Keywords: collaborative learning, feedback, self-efficacy, higher education