The impact of social motivation on cooperative learning and assessment preferences

Abstract

This study explores the assessment preferences of 453 postgraduate business students in New Zealand, Australia, and Thailand using a survey linking motivational and educational preferences. This study compares the needs of Western students (Australian and New Zealand), Asian (Thai) and international students (predominantly Chinese and Indian students) in Australia and New Zealand (ANZAC). One major finding is that students from these three countries who are socially motivated prefer ‘cooperative learning’. Further, the study specifically shows that students from Thailand are more socially motivated than students from Australia and New Zealand (ANZAC) while International ANZAC students have the greatest desire for cooperative learning. It also shows that group assessment poses quite significant challenges for local ANZAC students and therefore, remedial intervention from universities is essential if group assessments are to remain relevant and useful in achieving meaningful teaching and learning outcomes.

Gamifikasi Dalam Pembelajaran Di Sekolah Dasar

“…Hal menarik dari hubungan ketiga aspek tersebut adalah korelasi positif antara askpek kognitif-psikomotorik dan aspek afektif siswa (Sönmez, 2017). Di samping itu, ditemukan bahwa aspek kognitif dan afektif berkolerasi positif terhadap motivasi siswa, dan sebaliknya (Osborne, Simon, & Collins, 2003;Selvarajah, Chellıah, Meyer, & Anurit, 2010).…”

Preservice and In-Service EFL Teachers' Assessment Preferences

“…Overall, instructors should give due attention to students' assessment preferences because assessmentplaysacrucialroleintheirlearningprocess.Inotherwords,howstudentsprepareforan assessmentmethodlargelydependsonthewaytheyviewit,whichcanaffecttheirlearningeither positivelyornegatively (VandeWateringetal.,2008).Forexample,groupassessmentmethodssuch asgroupprojectsareclaimedtopromoteteamworkandenhancecollaborativelearning,whichin turnleadstomoreeffectivelearningexperiencesandincreasedacademicachievement (Ghaith,2002;2003).Moreover,meetingstudents'assessmentpreferencesenhancesthevalidityoftheassessment toolbeingused,asitmotivatesstudentstodotheirbest (Birenbaum,1997;Kwan,2019).However, according to Selvarajah et al (2010), students' assessment preferences do not necessarily imply reliableoreffectiveassessmentoutcomes.…”

Educational goals, assessment preferences and approaches to learning of MBA and MPA students in Singapore

“…Students' assessment preferences are considered a highly relevant and valuable source of evidence for test validity (Nevo, 1985;Zeidner, 1987). However, it must be noted that student assessment preferences do not imply effective and reliable assessment outcomes (Selvarajah et al, 2010). For instance, group assessment such as group projects would enhance team work and promote collaborative learning, which may contribute to more effective learning and better academic achievement (Bejarano 1987;Ghaith & Yaghi, 1998;Kagan 1989;Ghaith, 2002;.…”