Date
8-2017
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Amanda Dunnagan
Keywords
Classroom Community, Online courses, Oral Feedback
Disciplines
Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Higher Education
Recommended Citation
Boyles, Jennifer, "The Effect of Oral Feedback on Perceived Classroom Community in Undergraduate Students" (2017). Doctoral Dissertations and Projects. 1509.
https://digitalcommons.liberty.edu/doctoral/1509
Abstract
The ongoing trend in research regarding feedback has been to explore quantitative assessment. Garnering support more recently is qualitative narrative feedback in support of formative assessment. This type of feedback offers insight into expectations as well as offer additional knowledge gained. It enables students to improve their performance with its timeliness and clarity. Research in the area of oral feedback for college students as a more effective formative assessment and tool for learning is needed. This study examined the effects of oral feedback on the students in four undergraduate courses at a public university in Florida. 68 students were recruited to consent to participate. A quasi-experimental, nonequivalent control groups, pretest/posttest factorial design was planned but a Mann Whitney U-test was ultimately employed due to a failed assumption. Data collected from the Classroom Community Scale was evaluated using Mann Whitney u-tests.
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Higher Education Commons
