Tables index

From

Effectiveness of Literature Critique Peer Discussions to Build Scientific Literacy Skills, Engagement and Improve Learning-Related Emotions during COVID-19-Associated Online Learning

Jennifer M. Monk, David M. Beauchamp, Rachel K. von Holt, Kelsey Van

American Journal of Educational Research. 2023, 11(5), 303-315 doi:10.12691/education-11-5-8
  • Table 1. Changes in students’ perceived SL skill capabilities at the start and end of semester1
  • Table 2. Correlation between students’ perceived or practical SL skill capabilities with tested SL skills, and learning appraoch1
  • Table 3. Correlations between students’ final grade or peer discussion engagement score with learning approach, perceived and practical SL skill capabilities1
  • Table 4. Correlation between students’ perceived stress score and perceived and practical SL skill, learning approach, final grade and peer discussion engagement score at the end of the semester1
  • Table 5. Changes in students’ learning-related achievement emotion score between the start and end of the semester1
  • Table 6. Correlation between learning-related achievement emotions at the end of the semester and students’ perceived SL skill scores, learning approach and final grade1
  • Table 7. Correlation between learning-related achievement emotions at the end of the semester and students’ learning approach, perceived stress score, peer discussion engagement score and final grade1