Assessing Students Engagement in an Online Student Question-Generation Activity towards Their Learning Motivation

Abstract

The purpose of this study is to look into and develop a better understanding on how students are motivated to learn through the tasks of creating their own learning content. In this study, students are exposed to question-generation activity, which employed Peer Wise as a platforma web-based application that allows students to create, answer and share multiple choice questions. A self-report instrument were used to measure students motivational construct of intrinsic goal orientation, extrinsic goal orientation, perception of task value and control of learning beliefs and self-efficacy for learning and performance with the students' level of engagement in the question-generation activity. The instrument was adapted from Motivated Strategies for Learning Questionnaire (MSLQ). T-test results indicated that there were significant differences between most-active and least-active contributors in the component of intrinsic goal orientation, perception of task value, and control of learning beliefs; whereby, most-active contributors tends to develop higher motivation drive in the mentioned motivation component. Correlation analysis revealed that the strongest correlation is between intrinsic motivation and the perception of task value between the most-active contributors. The result further revealed that most-active contributors valued the task given, which is to create, share and answer multiple-choice online as important and beneficial as compared to least-active contributors.

Investigating the Effects of Flipped Learning, Student Question Generation, and Instant Response Technologies on Students’ Learning Motivation, Attitudes, and Engagement: A Structural Equation Modeling

“…Finally, as Sohrabi and Iraj (2016) argued, the challenges of the flipped learning model include: how to successfully apply it in higher education; how to redesign college courses to dedicate in-class time to student-centered activities; and how the designed activities would help students better learn the course content. Instructors in higher education should come up with a variety of activities to incorporate theories, pedagogies, and technologies that are built to enhance student learning (Sabri, Khalid, & Li, 2016).…”

Factores personales asociados a la evaluación formativa virtual de los estudiantes universitarios

“…La variabilidad en la procedencia educativa destaca la necesidad de considerar el contexto institucional en las estrategias de evaluación en línea. Un aporte significativo para la investigación fue el estudio de Masturah (2016) se enfoca en la implementación de evaluaciones formativas en línea, centrándose específicamente en la herramienta "PeerWise", la cual posibilita a los estudiantes la creación y respuesta de preguntas de opción múltiple relacionadas con el contenido del curso. Esta herramienta fomenta el aprendizaje activo y la participación estudiantil, generando un mayor compromiso y una comprensión más profunda de los temas abordados en el curso.…”

Comparison of primary four students’ perceptions towards self-directed learning and collaborative learning with technology in their English writing lessons

“…Students were able to utilise and share information, they reported to be more open to ideas from peers and to persevere in their learning goals. Other studies suggested that CLT increased awareness, understanding and collaboration among students, enhanced students’ satisfaction in completing the learning activities and improved their academic performance (Roldán-Álvarez et al, 2020 ; Sabri et al, 2016 ). Given how ICT tools are constantly evolving and increasing in variety in response to learner needs (Mora et al, 2020 ; Wu et al, 2017 ), there is a need to continuously explore the possibilities to facilitate the development of Collaborative learning skills with the use of technologies in the K-12 setting.…”