The Effects of a Crowd-sourced Approach to Feedback-provision for Online Drill & Practice Activities

Abstract

The main purpose of this study was to investigate the effects of a crowd-sourced approach to feedback-provision for online drill & practice (D&P) activities. As compared to traditional teacher-designed feedback to online D&P activities, the effects of student-created feedback on academic achievement and attitudes toward the studied subject matter were the focus of this study. A non-equivalent pretest-posttest quasi-experimental research design was adopted. A total of 104 six-graders from four primary school classes participated in a weekly 20-minute online D&P exercise for six weeks. The results of the analysis of covariance indicated no statistically significant between-group differences in terms of academic achievement. However, students exposed to the student-created feedback for the online D&P activities condition exhibited a better attitude toward the subject matter as compared to the teacher-designed feedback group.