Academic Achievement as a Function of Frequency of Testing and Level of Motivation
| dc.contributor.author | Nassab, Ghina | |
| dc.date.accessioned | 2024-06-25T08:50:21Z | |
| dc.date.available | 2024-06-25T08:50:21Z | |
| dc.date.issued | 2010 | |
| dc.description.abstract | The present study reviewed Research on the impact of classroom testing frequency, and examined the effects of frequent testing on student's motivation at the elementary level. Participants were six grade elementary level students in two Lebanese Private schools, which are similar in many aspects but differ in their testing procedures as one uses the frequent testing technique while the other uses the non-frequent way of testing. The instrument used to collect data was the 20-item Academic Motivation Scale (AMS) questionnaire, which is designed to assess the extent to which an individual's academic motivation is intrinsically or extrinsically driven. Data was collected then analyzed using t-tests and correlations. The results indicated that frequently tested students had higher extrinsic motivation and higher school grades than non-frequently tested students. | |
| dc.identifier.citation | Nassab, G. (2010). Academic Achievement as a Function of Frequency of Testing and Level of Motivation (SBS thesis, Haigazian University) | |
| dc.identifier.doi | https://doi.org/10.62811/th.0071 | |
| dc.identifier.uri | https://haigrepository.haigazian.edu.lb/handle/123456789/198 | |
| dc.title | Academic Achievement as a Function of Frequency of Testing and Level of Motivation |
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