The effectiveness of emotional motivational feedback messages via online assignments in information technologies and software course academic achievement

Abstract

The aim of this study was to determine the effect of emotional motivational feedback messages given for online homework of secondary school sixth grade students within the scope of Information Technologies and Software course on academic success. The research was quantitatively designed based on quasi-experimental design with pretestposttest control group. Participants of the study were 57 sixth grade students studying at a state secondary school. During the research, emotional motivational feedback messages were given the students in the experimental group and only motivational feedback was given the students in the control group. The data were collected through the academic achievement test developed by Öztürk (2015) within the scope of Information Technologies Course. The data obtained from the pretests and posttests applied were analyzed by paired group t-test and independent groups t-test, and comparisons were made. In the light of the findings obtained, it was seen that the increase in the posttest scores of both groups was significant, but that the increase in the scores between the groups did not differ significantly.

Teachers’ Written Corrective Feedback Strategies Through the Lens of the Students

“…This feedback refers to giving information to the students on how well they are doing their work. It is also about encouraging the students, enabling them to learn cognitively, socially, and emotionally (Demira & Sarsarb, 2021). This theme stems from the praises from the teachers (ST 1, 2, 3) and teachers' positive approach (ST 2 & 5).…”