Digital Feedback Styles "Corrective Vs Explanatory": Its Effect on Developing Secondary Students’ Cognitive Achievement and Self-Regulated Learning through a Digital Learning Platform
| المصدر: | العلوم التربوية |
|---|---|
| الناشر: | جامعة القاهرة - كلية الدراسات العليا للتربية |
| المؤلف الرئيسي: | Shemy, Nader Said (Author) |
| المجلد/العدد: | مج30, ع2 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2022
|
| الشهر: | أبريل |
| الصفحات: | 107 - 135 |
| DOI: |
10.21608/ssj.2022.250902 |
| ISSN: |
1110-7847 |
| رقم MD: | 1357327 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Feedback | Corrective Feedback | Explanatory / Interpretive Feedback | Digital Platform | Cognitive Achievement | Self-Regulated Learning
|
| رابط المحتوى: |
عدد مرات التحميل
5
| LEADER | 02471nam a22002297a 4500 | ||
|---|---|---|---|
| 001 | 2111192 | ||
| 024 | |3 10.21608/ssj.2022.250902 | ||
| 041 | |a eng | ||
| 044 | |b مصر | ||
| 100 | |a Shemy, Nader Said |e Author |9 719743 | ||
| 245 | |a Digital Feedback Styles "Corrective Vs Explanatory": |b Its Effect on Developing Secondary Students’ Cognitive Achievement and Self-Regulated Learning through a Digital Learning Platform | ||
| 260 | |b جامعة القاهرة - كلية الدراسات العليا للتربية |c 2022 |g أبريل | ||
| 300 | |a 107 - 135 | ||
| 336 | |a بحوث ومقالات |b Article | ||
| 520 | |b This research study aims at investigating the effect of the difference between the two patterns of feedback (corrective & explanatory) which students receive through a digital platform on developing their academic achievement and self- organized learning. The researcher used the quasi-experimental design. The study group was from grade 12 in one of Muscat private schools. It included fifty students (both males and females) divided into two equal experimental groups as the researcher used the pre-post experimental design for the two experimental groups. The research tools included an achievement test for measuring the cognitive achievement and the Purdie scale, which was transformed, arabicized and adapted to the Omani environment for measuring self-regulated learning. After statistical treatments using T test, results showed that the two patterns of feedback (corrective & explanatory) had an effect on developing students’ cognitive achievement and self-regulated learning. However, the explanatory feedback had the biggest and deepest positive effect on the two dependent variables (i.e. cognitive achievement and self-regulated learning). | ||
| 653 | |a طلبة المرحلة الثانوية |a التعليم الذاتي |a الوسائل التعليمية |a التعليم الإلكتروني |a التحصيل الدراسي | ||
| 692 | |b Feedback |b Corrective Feedback |b Explanatory / Interpretive Feedback |b Digital Platform |b Cognitive Achievement |b Self-Regulated Learning | ||
| 773 | |4 التربية والتعليم |6 Education & Educational Research |c 053 |e Journal Educational Sciences |f Al-’ulūm Al-Tarbawiyyaẗ |l 002 |m مج30, ع2 |o 0131 |s العلوم التربوية |v 030 |x 1110-7847 | ||
| 856 | |u 0131-030-002-053.pdf |n https://ssj.journals.ekb.eg/article_250902.html | ||
| 930 | |d y |p y |q n | ||
| 995 | |a EduSearch | ||
| 999 | |c 1357327 |d 1357327 | ||
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