The Effect of Animation-Based Performance Testing on Undergraduate Students’ Thinking Skills and Motivation
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The aim of this study was to explore the effect of Animation-based performance testing on undergraduate students’ thinking skills and motivation and to examine whether on how students increase their thinking skill and motivation by using Animation-based performance testing in Psychology courses. In this study, the researcher used sequential mixed method study to conduct the effect of using Animation-based performance testing on students’ thinking skills and motivation in Psychology courses. A total of 123 undergraduate students participated for quantitative study and two of them were implemented reporting individual experiences for the interview. The quantitative study was evaluated by using descriptive statistics such as mean, standard deviation, while, correlation, and regression were used to find out the research question 1; hypothesis 1, and hypothesis 2. Meanwhile, a qualitative study was applying thematic analysis to conduct and interpret the data to answer this research question. The regression analysis showed that Animation-based performance testing on students’ thinking skills has a positive and significant effective (R-square = 0.368; F = 20.752; Beta (β) = 0.565; T-value = 5.344; and P-value = 0.000). Therefore, the regression analysis result showed that Animation-based performance testing on students’ motivation has a positive and significant effective (R-square = 0.057; F = 7.693; Beta (β) = 0.618; T-value = 3.472; and P-value = 0.000). Therefore, two respondents were selected to interview, students revealed that Animation-based learning and teaching in Psychology subject was effective and useful for themselves to enhance thinking skill such as critical thinking skills and increase their motivation.
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