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A Quantitative Correlation Study of ...

Rafferty, Richard J.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Quantitative Correlation Study of Student Feedback Preference, Student Motivation, and Student Cognitive Style of Pacific Northwest First-Year Online Community College Students./
作者:	Rafferty, Richard J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	117 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
Contained By:	Dissertation Abstracts International80-03A(E).
標題:	Educational technology. -
電子資源:	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.
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