Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C24684
Notes:
Pages 642-649 in Fedro S. Zazueta and Jiannong Xin (eds.), Computers in agriculture: proceedings of the 7th international conference on computers in agriculture, Orlando, Florida, October 26-30, 1998. St. Joseph, Michigan: American Society of Agricultural Engineers. 999 pages.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C19046
Notes:
Thesis, Master of Arts, University of Minnesota, St. Paul. Page 41 in Jasper S. Lee and Ruby D.Rankin (eds.), Summary of research in extension, 1988-89, Volume 4. College of Agriculture and Home Economics, Mississippi State University, Mississippi Stat
Levins, Richard A. (author), Varner, Mark A. (author), and Varner: Department of Animal Sciences, University of Maryland; Levins: Department of Agricultural and Resources Economics, University of Maryland
Format:
Journal article
Publication Date:
1987
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 68 Document Number: C02750
17 pages, via online journal, Prior research has indicated that the incorporation of computer-based peer review into writing instruction increases student engagement, improves student performance, and increases student perceptions of self-efficacy. This study used a quasi-experimental untreated control group design to examine the impact of computer-based peer review on student performance and perceived self-efficacy in an undergraduate agricultural graphic design course. The impact of participation in computer-based peer review on performance scores was investigated using a MANOVA. After two rounds of peer review, students improved their overall course performance by one-half letter grade. Perceptions of self-efficacy were further analyzed using a one-way repeated measures ANOVA. Most (54.17%) students who participated in the computer-based peer review process reported increases in perceived self-efficacy in graphic design. The findings from this study indicate the benefits of computer-based peer review extend to instruction in graphic design courses.
