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Exploring achievement goals and online formative assessment effect on students’ performance in a blended-learning course in higher education

Abstract : The development of blended-learning is experiencing unprecedented growth in higher education. Questions relating to their effectiveness are the subject of much scientific questioning since the factors of its success are not yet clearly defined. This study, carried out in a course of mathematics applied to computer graphics, aims to explore factors exerting an effect on student performance: online formative assessment participation and achievement goals. Our sample is composed of 46 1st-year computer science students (15 females, 31 males, X=19.5 years). In line with Roediger and Karpicke (2006) work, results from multiple linear regression show a significant and positive relation between the number of quizzes taken and performance. Significant relations between performance-approach and mastery-avoidance goals towards students’ performance are highlighted. Further analyses will test the mediation role of these achievement goals on online quiz participation. A limitation of our study lies in the small sample size.
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Poster
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https://hal.archives-ouvertes.fr/hal-02923275
Contributeur : Margault Sacré <>
Soumis le : mercredi 26 août 2020 - 22:31:19
Dernière modification le : mercredi 16 décembre 2020 - 13:58:07
Archivage à long terme le : : mardi 1 décembre 2020 - 08:13:19

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poster_SIG67_Sacre.pdf
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  • HAL Id : hal-02923275, version 1

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Margault Sacré, Dominique Lafontaine, Marie-Christine Toczek. Exploring achievement goals and online formative assessment effect on students’ performance in a blended-learning course in higher education. Earli SIG 6 and 7 2020, Aug 2020, Tübingen, Germany. 2020. ⟨hal-02923275⟩

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