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^1, , David M. Beauchamp¹, Rachel K. von Holt¹ and Kelsey Van¹

¹Department of Human Health and Nutritional Sciences, University of Guelph, Guelph, ON, Canada

Cite this paper:
Jennifer M. Monk, David M. Beauchamp, Rachel K. von Holt and Kelsey Van. Effectiveness of Literature Critique Peer Discussions to Build Scientific Literacy Skills, Engagement and Improve Learning-Related Emotions during COVID-19-Associated Online Learning. American Journal of Educational Research. 2023; 11(5):303-315. doi: 10.12691/education-11-5-8

Abstract

Learning-related emotions can affect student skill development, engagement, and academic performance. During the COVID-19 pandemic, studies have reported increased student anxiety and social isolation concurrent with reduced engagement during online learning. Therefore, the purpose of this study was to determine the effectiveness of optional literature critique and peer discussion assignments to promote student engagement, scientific literacy (SL) skill development and positive attitudes toward COVID-19-assocaited online learning. Students’ (n=161) learning-related achievement emotions, SL capabilities, learning approach (deep and surface), and perceived stress were assessed using online surveys. On average students competed 3.5 out of 5 of the optional literature critique and peer discussion assignments. Higher engagement with these assignments was positively associated with achieving higher final grades. Experiencing higher/more frequent positive learning-related emotions (enjoyment, hope, pride) were i) positively associated with students’ SL capabilities, deep learning approach, and final grade, and ii) inversely associated with perceived stress and surface learning approach. Conversely, experiencing higher/more frequent negative learning-related emotions (such as anxiety, anger, shame, hopelessness, boredom) were i) positively associated with perceived stress and surface learning approach, and ii) negatively associated with SL skills, deep learning approach, and final grade. These findings demonstrate that optional literature critique assessments can promote online learning engagement and highlight the impact of students’ attitudes towards learning on skill development, stress, and grades. Therefore, the positive learning-related emotions of hope and pride were positively associated with higher final grades in the course, whereas the negative learning-related emotions of anger, shame, hopelessness, and boredom were all inversely related with final grades in the course. Students experience of anxiety exhibited no relationship with final grades in the course, demonstrating that despite an emphasis in higher education to reduce students’ academic anxiety consideration of other learning-related emotions may be more relevant for impacting academic outcomes.

Keywords:
learning-related emotions stress scientific literacy engagement COVID-19 online learning literature critique

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