Year: 2010
Type: dissertation
Study design: Clinical Trial
Abstract: This investigation examined how goal setting strategies and self-generated feedback from video affects student grade improvement on subsequent speaking occasions. Students (N =140) across ten course sections were conveniently assigned to experimental conditions manipulating video use and goal setting strategies. Significant and meaningful main effects of anticipatory goal setting combined with self-generated feedback from video were obtained when compared to unstructured video replay, only goal setting, and self-reactive goal setting with self-generated feedback from video. Implications for these findings are examined along with the potential of video as an instructional technological tool for student learning in the introductory course.
Source: Human Biology
Author: Luke LeFebvre
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1597011659