Browsing by Author "الدسيماني، مي صالح"

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The Difference in the Pattern of Electronic Peer Evaluation (anonymous / partially anonymous / identifiable) Identity and its Impact on Developing Critical Thinking Skills and Academic Self-efficacy among Secondary School Students
(Qassim University, 2024-03-06) الدسيماني، مي صالح; القط، محمد علي عبدالمقصود
The study aimed to identify the effect of the different patterns of electronic peer assessment (anonymous, partially anonymous, and identifiable) on developing critical thinking skills and academic self-efficacy among high school female students. For the study purposes and the validity of its hypotheses, the quasi-experimental method, based on pre-post-treatment measurements when implementing the experiment, was used and applied to three experimental groups. The study sample consisted of (100) female students, divided into three experimental groups. The first experimental group included (32) female students (the anonymous pattern of peer assessment); the second one included )34(female students (the partially anonymous pattern of peer assessment); and the third one included )34(female students (the identifiable pattern of peer assessment). The female students practiced peer assessment activities online using one of the three previously mentioned patterns. The study tools included a critical thinking test and an academic self-efficacy test that were applied using the pre-post-testing method. The results of the pre-post assessment showed a statistically significant positive effect, at the significance level of )0.05(, for the use of the different patterns of electronic peer assessment (anonymous, partially anonymous, and identifiable) on developing the sample's critical thinking skills. They also showed a statistically significant positive effect, at the level of )0.01(, for the use of the three patterns of electronic peer assessment on developing the sample's academic self-efficacy. As for the effect of the different patterns of peer assessment, the results revealed that there are no statistically significant differences, at the level of 0.05, between the three patterns in terms of developing critical thinking skills, although there are statistically significant differences, at the level of )0.05(, between the three patterns in terms of developing academic self-efficacy, in favor of the partially anonymous electronic peer assessment. At the end, the study provided some recommendations and proposals based on its findings.
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