Literaturnachweis - Detailanzeige
| Autor/inn/en | Zhang, Di; Hwang, Gwo-Jen |
|---|---|
| Titel | Effects of Interaction between Peer Assessment and Problem-Solving Tendencies on Students' Learning Achievements and Collaboration in Mobile Technology-Supported Project-Based Learning |
| Quelle | In: Journal of Educational Computing Research, 61 (2023) 1, S.208-234 (27 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Hwang, Gwo-Jen) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0735-6331 |
| DOI | 10.1177/07356331221094250 |
| Schlagwörter | Student Projects; Active Learning; Peer Evaluation; Problem Solving; Academic Achievement; Cooperative Learning; Learning Activities; Instructional Design; Junior High School Students; Electronic Learning |
| Abstract | Project-based learning (PBL) aims to foster students' problem-solving ability and collaboration by engaging them in completing a project in teams. Researchers have indicated the importance of guiding students to make comparisons and reflection during the process of project-based learning. Therefore, the present research proposed a peer assessment-based PBL (PA-PBL) approach to boost students' PBL performances. To assess the effectiveness of the proposed approach, a quasi-experiment was conducted for 3 weeks. A total of 110 secondary students were divided into an experimental group learning with the PA-PBL approach and a control group learning with the conventional PBL (C-PBL) approach. The students' problem-solving tendency, learning achievement, and collaboration tendency were evaluated. The experimental results indicated that the PA-PBL approach improved the students' learning achievement, especially for those students with higher problem-solving tendency. In terms of collaboration tendency, it was found that the PA-PBL approach benefited the lower problem-solving tendency students more than the C-PBL approach, while there was no difference between the higher problem-solving tendency students in the two groups. The experimental results also indicated that the PA-PBL approach could better enhance students' problem-solving tendencies than the C-PBL approach. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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