Date of Award
7-2021
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Linda Samek, EdD
Second Advisor
Scot Headley, PhD
Third Advisor
Eloise Hockett, EdD
Abstract
This quantitative study utilized a quasi-experimental design and SPSS (Statistical Package for Social Science) as an analysis tool to measure the correlation between independent variables and dependent variables in SETs (student evaluations of teaching) in experimental and control groups. Social learning theory is a foundational theory for building the conceptual framework of this study. Two other theories—motivation theory and self-efficacy—are subfoundational theories to support the conceptual framework. The study applies social learning theory to motivate and enhance students’ self-efficacy. It analyzed the correlation between using WeChat for formative feedback and students’ satisfaction with teaching, as well as with response rates. It also analyzed the correlation in four pairs of factors: students’ gender and students’ satisfaction with teaching; students’ parental educational level and students’ satisfaction with teaching; students’ satisfaction and students’ Java grade; as well as student gender and students’ Java grade. The findings showed that using WeChat for formative feedback can significantly increase students’ satisfaction with teaching. Females’ satisfaction with teaching was lower than males’ satisfaction but females’ satisfaction was not statistically significantly lower than males after using formative feedback (posttest). Parental educational level did not correlate to students’ satisfaction with teaching. There was no correlation between student satisfaction and their Java grade. Students’ gender did not have a statistically significant impact on their Java grade, but the females’ average of grades was higher than males and the females’ grades were concentrated in the middle, while males’ grades were distributed in the highest and lowest points. Furthermore, parental educational level did not correlate to students’ satisfaction with teaching.
Recommended Citation
Chen, Suxia, "The Impact of Using Social Media Platfrom WeChat for Formative Feedback of Teaching and Learning on Student Satisfaction" (2021). Doctor of Education (EdD). 162.
https://digitalcommons.georgefox.edu/edd/162