Performance-based assessment in virtual versus non-virtual classes: impacts on academic resilience, motivation, teacher support, and personal best goals-Reference-Cited by-同舟云学术

Performance-based assessment in virtual versus non-virtual classes: impacts on academic resilience, motivation, teacher support, and personal best goals

Published:2024-01-29 Issue:1 Volume:9 Page:
ISSN:2363-5169
Container-title:Asian-Pacific Journal of Second and Foreign Language Education
language:en
Short-container-title:Asian. J. Second. Foreign. Lang. Educ.

Author:

Aladini Alaa^ORCID,Bayat Sania^ORCID,Abdellatif Mohamed Sayed^ORCID

Abstract

AbstractThis study investigated the Performance-Based Assessment (PBA) impact on academic resilience (AR), motivation, teacher support (TS), and personal best goals (PBGs) in different learning environments, specifically online classes and traditional physical classrooms. The research involved 84 participants divided into experimental (online classes, N = 41), and control (physical classes, N = 43) groups. Questionnaires were administered before and after the treatment to assess the participants’ AR, motivation, TS, and PBGs. The data were analyzed using Chi-square tests, revealing significant differences in AR, motivation, and PBGs between the two groups after the treatment. Online classes were found to enhance AR, motivation, PBGs, and acknowledgment of TS compared to the physical environment. These results suggest that PBA can have a positive impact on students’ psychosocial variables and shed light on the potential benefits of online learning environments. The implications of the study are discussed, and suggestions for further research are provided.

Funder

Prince Sattam Bin Abdulaziz University

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1186/s40862-023-00230-4.pdf

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