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040			_aLB-BrCRDP
100	1		_aAl-Asmar, Layali Nabil _gMaster Education
245	1	4	_aThe effect of teacher corrective feedback on student intrinsic motivation, time on-task, and achievement
260			_aBeirut _bAmerican University of Beirut. Faculty of Arts and Sciences _c2008
300			_a110 pages
500			_aالنوع : Mémoire
520	3		_aThis research focused on the effect of corrective feedback on student intrinsic motivation, time on-task, and achievement levels. The study administered different types and modes of corrective feedback with Grades 5 and 6, a sample size of 93 students (47 students in the experimental group and 46 in the control group), over four weeks and examined differences (if any) between providing corrective feedback in the experimental groups and regular feedback in the control group.Intrinsic motivation levels were measured using Children's Academic Intrinsic Motivation Inventory (CAIMI), time on-task recorded using direct observation and achievement by obtaining student test grades from teachers. Data analysis yielded results which show that administration of corrective feedback produced significant differences in favor of the experimental group for performance on intrinsic motivation in Math and Science. For mean time on-task, a significant difference in favor of the experimental group was reported across subjects. No significant difference in achievement scores was found between the experimental and the control groups.
650		4	_aL’accomplissement des étudiants
650		4	_aMotivation
650		4	_aMotivation
650		4	_aPerformance professionnel
650		4	_aProfessional performance
650		4	_aStudents achievement
650		4	_aالاداء المهني
650		4	_aالدافعية
650		4	_aتحصيل الطلبة
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=27477
942			_cLAESDATA _2ddc
999			_c21743 _d21743