Impact of learners' perceptions of a high-stakes test on their learning motivation and learning time allotment: A study on the washback mechanism

Dong, Manxia; Liu, Xiaohua

doi:10.1016/j.heliyon.2022.e11910

Cited by 5 publications

(6 citation statements)

References 23 publications

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“…Implementing targeted interventions to address the identified factors affecting learning outcomes is crucial for educational improvement (Almomani et al, 2023). The research emphasizes the direct and significant impact of nutritional status on learning outcomes, suggesting that initiatives to enhance students' nutritional well-being could positively influence their academic performance (Dong & Liu, 2022;Rutherford et al, 2023). This finding underscores the need for school-based programs that promote healthy nutrition and well-being, involving collaboration with parents and the local community to create a holistic support system for students (Hendriks et al, 2023;Tsai et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Exploring play activites, nutritional status and learning motivation on learning outcomes in children

Triani Aulia,

Welis,

Neldi

et al. 2024

SPORTIF

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Children's learning outcomes are in the low category, based on play activities, nutrition and motivation owned by children. This study aims to reveal the play activities, nutrition, and motivation children possess. This research method is correlation using quantitative methodology through a path analysis approach. The population in the study was upper-grade elementary school students. This sampling technique is random sampling, randomly taking 50% of each class at public elementary school 8 Lubuklinggau, a total of 79 students. Data were collected using questionnaires for learning motivation, anthropometric tests to obtain students' nutritional status, and primary data used to see the learning outcomes obtained. The results show the relationship between the independent variable and the dependent variable, with the Beta coefficient having a value of 0.009 for X1 and X3 (p31) and 0.092 for X2 and X3 (p32). While the second structure shows the relationship between the independent variables X1Y, X2Y, and X3Y with the same dependent variable, with the Beta coefficients having values of 0.236 for X1Y (py1), 0.219 for X2Y (py2), and 0.313 for X3Y (py3), it can be concluded that there is a simultaneous influence of play activities, nutritional status and motivation on learning outcomes. In conclusion, research shows that nutritional status and learning motivation play an important role in shaping student learning outcomes at public elementary school 8 Lubuklingau, Padang, Indonesia, with nutritional status also indirectly affecting learning outcomes through its impact on learning motivation.

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Section: Discussionmentioning

confidence: 99%

Exploring play activites, nutritional status and learning motivation on learning outcomes in children

Triani Aulia,

Welis,

Neldi

et al. 2024

SPORTIF

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show abstract

“…Apparently, in response to the washback researchers' call, washback studies that focused on different perspectives of learning have begun to emerge. Some such studies have focused on students' views of tests, for example [2,24,35,[56][57][58][59][60], others predominantly worked on the learning practices of students [1, 3, 5-8, 11, 61-64], whereas still other studies tended to give attention to both learning viewpoints and practices of test takers [4,10,11,[65][66][67]. Some of the studies referred appear to have reported contradictory results.…”

Section: Washback Of High-stakes Tests On Learningmentioning

confidence: 99%

“…Attempts to respond to the paucity of washback studies on learners and learning have been on the rise [1][2][3][4][5][6][7][8]. A study by Allen [1] investigated washback of the IELTS test on learners in the Japanese tertiary context is one example of such studies.…”

Section: Introductionmentioning

confidence: 99%

“…The finding shows that the IELTS test created positive washback on learners' language ability and test preparation strategies. Similarly, Dong and Liu [2] studied the impact of learners' perceptions of a high-stakes test on their learning motivation and learning time allotment. The authors reported that students' positive test perceptions predicted their intrinsic motivations better than did their negative test perceptions.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of High-Stakes English Examinations on Students’ Out-of-Classroom English Learning Practices: A Comparative Study

Desalegn,

Disassa,

Kitila

2023

Education Research International

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Exams with high stakes may affect test takers’ learning endeavors. Given the students’ different academic backgrounds, it is not yet clear how much of an effect the tests will have on their out-of-classroom learning practices. This study, thus, aimed to close the knowledge gap by employing a mixed method of embedded research design and collecting data via questionnaire, focused group discussion (FGD), and document analysis. The questionnaire was administered to a stratified random sample of 94 12th grade students. The students with their one-semester academic achievements were selected from two secondary schools found in East Wollega zone, Oromia Regional State, Ethiopia. Data analysis involved descriptive statistics, multivariate and one-way ANOVA. The data gathered through document analysis and FGD were to substantiate the questionnaire. The contents of the three consecutive years of past Ethiopian Secondary School Leaving Certificate English Examination (ESSLCEE) questions were analyzed quantitatively. The qualitative method was used to conduct FGD with the selected participants from each school. The recorded data were subsequently transcribed, translated, analyzed, and discussed thematically. The study found significant differences between students of low-achieving groups (“Fair” and “Satisfactory” scorers) and high-achieving groups (“Very Good” and “Excellent” scorers) in studying non-ESSLCEE-related learning activities out-of-classroom. However, no statistically significant differences were observed between low-achieving groups and high-achieving groups regarding practicing ESSLCEE-related language components. The washback of high-stakes ESSLCEE on students’ out-of-classroom English learning practices was observed regardless of the students’ specific academic achievement groups they belonged to. The results suggest that there are differences in the impact of high-stakes exams on the efforts that students from different academic backgrounds make for out-of-classroom learning practices.

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“…Studies [18,[44][45][46] explore that highstakes tests can affect teachers' teaching aspects because of the changes in tests. It can affect teachers' perception, attitude, and behavior [12,47], methods and approaches of teaching [22,48], teaching contents [2,49], teaching materials [50,51], allocation of class time [52][53][54], and the status of the target language and the uses and importance of the test [55].…”

Section: Areas Influenced By Washbackmentioning

confidence: 99%

Recognizing Stakeholders and Factors Mediating Washback in Language Testing

Rahman,

Rukanuddin,

Chowdhury

et al. 2023

Education Research International

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Any test or assessment’s effect on teaching and learning is termed as “washback”. Empirical studies conducted in this area are relatively recent, starting with the remarkable work of Alderson and Wall in 1993. Studies conducted thereafter inquired into different aspects of washback. In light of these studies, this critical review would explore the stakeholders of washback and the factors outside of the test itself which could affect how it has an impact. It indicates that although a test’s washback remains at the core of the complex connection among classroom teaching, learning, and assessment, a test cannot solely lead the classroom teaching and learning; rather, it is intervened by the different overriding agents, e.g., teachers, students, and contexts shaped by them. Notwithstanding that, teachers are the ones who can maintain a leading role in generating positive washback of target tests. In the end, this article draws suggestions from the literature showing what teachers should do to warrant a positive washback.

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Impact of learners' perceptions of a high-stakes test on their learning motivation and learning time allotment: A study on the washback mechanism

Cited by 5 publications

References 23 publications

Exploring play activites, nutritional status and learning motivation on learning outcomes in children

Exploring play activites, nutritional status and learning motivation on learning outcomes in children

The Influence of High-Stakes English Examinations on Students’ Out-of-Classroom English Learning Practices: A Comparative Study

Recognizing Stakeholders and Factors Mediating Washback in Language Testing

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