Performance-based assessment in virtual versus non-virtual classes: impacts on academic resilience, motivation, teacher support, and personal best goals
Abstract This 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 p...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2024-01-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40862-023-00230-4 |
| _version_ | 1797275621804474368 |
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| author | Alaa Aladini Sania Bayat Mohamed Sayed Abdellatif |
| author_facet | Alaa Aladini Sania Bayat Mohamed Sayed Abdellatif |
| author_sort | Alaa Aladini |
| collection | DOAJ |
| description | Abstract This 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. |
| first_indexed | 2024-03-07T15:17:04Z |
| format | Article |
| id | doaj.art-79ac7b8e83e84972bd8812a0eea0522f |
| institution | Directory Open Access Journal |
| issn | 2363-5169 |
| language | English |
| last_indexed | 2024-03-07T15:17:04Z |
| publishDate | 2024-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Asian-Pacific Journal of Second and Foreign Language Education |
| spelling | doaj.art-79ac7b8e83e84972bd8812a0eea0522f2024-03-05T17:52:00ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692024-01-019112710.1186/s40862-023-00230-4Performance-based assessment in virtual versus non-virtual classes: impacts on academic resilience, motivation, teacher support, and personal best goalsAlaa Aladini0Sania Bayat1Mohamed Sayed Abdellatif2Department of Education, College of Arts and applied sciences, Dhofar universityDepartment of English Literature, Faculty of Foreign Languages, Rasht Branch, Islamic Azad UniversityDepartment of Educational Sciences, Faculty of Education, Prince Sattam Bin Abdulaziz UniversityAbstract This 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.https://doi.org/10.1186/s40862-023-00230-4Performance-based assessmentAcademic resilienceMotivationTeacher supportPersonal best goalsOnline classes |
| spellingShingle | Alaa Aladini Sania Bayat Mohamed Sayed Abdellatif Performance-based assessment in virtual versus non-virtual classes: impacts on academic resilience, motivation, teacher support, and personal best goals Asian-Pacific Journal of Second and Foreign Language Education Performance-based assessment Academic resilience Motivation Teacher support Personal best goals Online classes |
| title | Performance-based assessment in virtual versus non-virtual classes: impacts on academic resilience, motivation, teacher support, and personal best goals |
| title_full | Performance-based assessment in virtual versus non-virtual classes: impacts on academic resilience, motivation, teacher support, and personal best goals |
| title_fullStr | Performance-based assessment in virtual versus non-virtual classes: impacts on academic resilience, motivation, teacher support, and personal best goals |
| title_full_unstemmed | Performance-based assessment in virtual versus non-virtual classes: impacts on academic resilience, motivation, teacher support, and personal best goals |
| title_short | Performance-based assessment in virtual versus non-virtual classes: impacts on academic resilience, motivation, teacher support, and personal best goals |
| title_sort | performance based assessment in virtual versus non virtual classes impacts on academic resilience motivation teacher support and personal best goals |
| topic | Performance-based assessment Academic resilience Motivation Teacher support Personal best goals Online classes |
| url | https://doi.org/10.1186/s40862-023-00230-4 |
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