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A Comparison Of Anonymous E-Peer Review Versus Identifiable E-Peer Review On College Student Writing Performance And Learning Satisfaction, Ruiling Lu
Theses and Dissertations in Urban Services - Urban Education
The purpose of this study was to compare the effects of anonymous e-peer review with identifiable e-peer review on student writing performance and learning satisfaction. It also investigated whether anonymous e-peer review facilitated a greater amount of critical peer feedback.
Quasi-experimental design was used to test group differences on the dependent variables. Participants were 48 freshmen enrolled in two English Composition classes at Old Dominion University in the fall semester of 2003. The two intact classes taught by the same instructor were randomly assigned to the anonymous e-peer review group and the identifiable e-peer review group.
The results showed that …
An Examination Of Relationships Of Reading And Writing Self-Efficacy Beliefs, Standardized Placement Test Scores, And Diverse Community College Students' Perceptions Of Those Relationships, Ann Woolford-Singh
Theses and Dissertations in Urban Services - Urban Education
Social cognitive theory explains the role that one's level of confidence plays in the accomplishment of a specific task. According to Bandura (1982, 1995), self-efficacy beliefs should align with performance. The purpose of this study was to explore the relationships among reading/writing self-efficacy beliefs and reading/writing standardized placement test scores of diverse community college freshmen. Additionally, this study sought to understand the sources of these students' reading/writing self-efficacy beliefs through the descriptions of experiences they feel have influenced those beliefs.
There were three major research questions: (1) What is the strength of the relationships among reading/writing self-efficacy beliefs and reading/writing …