The Effect of Performance Anticipation on Students’ Recognition in Online Learning


Katherine Ronauly Maharani Silaban(1), Wilis Srisayekti(2*), Windy Nathasya Saputra(3), Gabriella Samantha Carmella(4), Alifatunnisa Hafidza(5), Rausyan Fikri Muhammad Ilham(6), Fanny Rizkiyani(7), Nurul Izzah Binti Shari(8)

(1) Fakultas Psikologi, Universitas Padjadjaran, Indonesia
(2) Fakultas Psikologi, Universitas Padjadjaran, Indonesia
(3) Fakultas Psikologi, Universitas Padjadjaran, Indonesia
(4) Fakultas Psikologi, Universitas Padjadjaran, Indonesia
(5) Fakultas Psikologi, Universitas Padjadjaran, Indonesia
(6) Fakultas Psikologi, Universitas Padjadjaran, Indonesia
(7) Fakultas Psikologi, Universitas Padjadjaran, Indonesia
(8) Faculty of Social Sciences and Humanities, University Technology Malaysia, Johor, Malaysia, Malaysia
(*) Corresponding Author

Abstract


This experimental research investigated the effect of performance anticipation on students recognition in the context of online learning. Data were collected through online presentation via Zoom and analyzed with between-participants posttest-only control group design. The data collected comprised 69 students aged 17 to 20 years with mean and SD of 18.09 years and 0.59, respectively. The confederate, experimental, and control groups conducted the presentation in the first, second, and zero order. The results showed a significant difference between the control and experimental groups in recognition scores (p = .011), which decreased performance anticipation of student’s recognition ability in online learning contexts. The findings can be utilized by educators to design learning scenarios needed to optimize students understanding of presentation materials and lectures. Furthermore, presentations should be scheduled at the beginning of the class and limited to one per session.

Keywords


Performance anticipation, memory, recognition, online presentation

Full Text:

PDF

References


Algouzi, S., Alzubi, A. A. F., & Nazim, M. (2023). Strengthening English language undergraduates’ presentation skills: A blackboard-mediated intervention program. PLoS ONE, 18(8), 1–17. https://doi.org/10.1371/journal.pone.0289936

Amini, A., Elfrida, & Kasmaini. (2019). A Correlation between students’ anxiety levels and oral presentation performance in EFL speaking class. Journal of English Education and Teaching, 3(3), 403–412. https://doi.org/10.33369/jeet.3.3.403-412

Andesta, A. P., & Nurcholis, I. A. (2022). Students’ Anxiety in Delivering English Material Presentation on Online English Study Program Webinar. Teaching English and Language Learning English Journal (TELLE), 2(1), 1–13. https://doi.org/https://doi.org/10.36085/telle.v2i1.3333

Angelidis, A., Solis, E., Lautenbach, F., van der Does, W., & Putman, P. (2019). I’m going to fail! Acute cognitive performance anxiety increases threat-interference and impairs WM performance. PLoS ONE, 14(2), 1–25. https://doi.org/10.1371/journal.pone.0210824

Bali, S., & Liu, M. C. (2018). Students’ perceptions toward online learning and face-to-face learning courses. Journal of Physics: Conference Series, 1108(012094), 1–7. https://doi.org/10.1088/1742-6596/1108/1/012094

Bond, C. F., & Kirkpatrick, C. K. (1982). Distraction, amnesia, and the next-in-line effect. Journal of Experimental Social Psychology, 18(4), 307–323. https://doi.org/10.1016/0022-1031(82)90056-7

Brenner, M. (1973). The next-in-line effect. Journal of Verbal Learning and Verbal Behavior, 12(3), 320–323. https://doi.org/10.1016/s0022-5371(73)80076-3

Calvo, M. G., & Eysenck, M. W. (1992). Anxiety and performance: The processing efficiency theory. Cognition and Emotion, 6(6), 409–434. https://doi.org/10.1080/02699939208409696

Caron, E. E., Hicks, L. J., Browne, D. T., Smilek, D., & Forrin, N. D. (2021). Performance anticipation diminishes memory: Evidence from a simulated classroom. Journal of Applied Research in Memory and Cognition, 10(3), 479–489. https://doi.org/10.1016/j.jarmac.2021.01.006

Christensen, L. B., Johnson, B., & Turner, L. A. (2015). Research methods, design, and analysis (Twelfth edition). Pearson.

Clokie, T. L., & Fourie, E. (2016). Graduate employability and communication competence: Are undergraduates taught relevant skills? Business and Professional Communication Quarterly, 79(4), 442–463. https://doi.org/10.1177/2329490616657635

Cocks, A. J., Jackson, R. C., Bishop, D. T., & Williams, A. M. (2015). Anxiety, anticipation and contextual information: A test of attentional control theory. Cognition and Emotion, 30(6), 1037–1048. https://doi.org/10.1080/02699931.2015.1044424

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (Sixth edition). Routledge.

Dontre, A. J. (2021). The influence of technology on academic distraction: A review. In Human Behavior and Emerging Technologies (Vol. 3, Issue 3, pp. 379–390). John Wiley and Sons Inc. https://doi.org/10.1002/hbe2.229

Forrin, N. D., Ralph, B. C. W., Dhaliwal, N. K., Smilek, D., & MacLeod, C. M. (2019). Wait for it…performance anticipation reduces recognition memory. Journal of Memory and Language, 109(104050), 1–13. https://doi.org/10.1016/j.jml.2019.104050

Grieve, R., Woodley, J., Hunt, S. E., & McKay, A. (2021). Student fears of oral presentations and public speaking in higher education: a qualitative survey. Journal of Further and Higher Education, 45(9), 1281–1293. https://doi.org/10.1080/0309877X.2021.1948509

Hollis, R. B., & Was, C. A. (2016). Mind wandering, control failures, and social media distractions in online learning. Learning and Instruction, 42, 104–112. https://doi.org/10.1016/j.learninstruc.2016.01.007

Imran, R., Fatima, A., Elbayoumi Salem, I., & Allil, K. (2023). Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era. The International Journal of Management Education, 21(2), 1–12. https://doi.org/10.1016/j.ijme.2023.100805

Jahromi, L. B. (2021). Recognition Memory. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 3890–3891). Springer, Cham.

Aschenberger, F. K., Radinger, G., Brachtl, S., Ipser, C., & Oppl, S. (2023). Physical home learning environments for digitally-supported learning in academic continuing education during COVID-19 pandemic. Learning Environments Research, 26(1), 97–128. https://doi.org/10.1007/s10984-022-09406-0

Lall, H., Tapader, B., & Biswas, S. Das. (2020). Speech anxiety: Improper communication & fear of public speaking. International Journal of English Learning & Teaching Skills, 1(4), 352–356. https://doi.org/10.15864/ijelts.1413

Matlin, M. W., & Farmer, T. A. (2019). Cognition (Tenth edition). John Wiley & Sons, Inc.

Myers, D. G., & Dewall, C. N. (2015). Psychology in modules : PSY 1001: introductory psychology (Eleventh edition). Worth Publishers.

Nash, G., Crimmins, G., & Oprescu, F. (2015). If first-year students are afraid of public speaking assessments what can teachers do to alleviate such anxiety? Assessment and Evaluation in Higher Education, 41(4), 586–600. https://doi.org/10.1080/02602938.2015.1032212

Oh, C. S., Bailenson, J. N., & Welch, G. F. (2018). A systematic review of social presence: Definition, antecedents, and implications. Frontiers in Robotics and AI, 5(114), 1–35. https://doi.org/10.3389/frobt.2018.00114

Poeschl, S., & Doering, N. (2015). Measuring co-presence and social presence in virtual environments-psychometric construction of a German Scale for a Fear of Public Speaking Scenario. Studies in Health Technology and Informatics, 219, 58–63. https://doi.org/10.3233/978-1-61499-595-1-58

Poeschl, S. (2017). Virtual reality training for public speaking-A QUEST-VR framework validation. Frontiers in ICT, 4(13), 1–13. https://doi.org/10.3389/fict.2017.00013

Rahmi, R. S., & Murtafi’ah, B. (2022). Students’ anxiety in speaking class: An investigation in online and offline learning system. Eduvelop: Journal of English Education and Development, 6(1), 66–78. https://doi.org/10.31605/eduvelop.v6i1.1754

Rich, J. B. (2017). Recognition Memory Test. In J. S. Kreutzer, J. DeLuca, & B. Caplan (Eds.), Encyclopedia of clinical neuropsychology (pp. 1–6). Springer International Publishing.

Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417. https://doi.org/10.1016/j.chb.2017.02.001

Rovai, A. P. (2001). Building Classroom Community at a Distance: A Case Study. Educational Technology Research and Development, 49(4), 33–48. https://doi.org/10.1007/BF02504946

Shrestha, N. (2021). Factor analysis as a tool for survey analysis. American Journal of Applied Mathematics and Statistics, 9(1), 4–11. https://doi.org/10.12691/ajams-9-1-2

Soper, T. (2016). Social Presence and cultural competence in the online learning environment (OLE): A review of literature. American Journal of Health Sciences, 7(1), 9–14. https://doi.org/10.19030/ajhs.v7i1.9692

Sunardi, R. A. (2022). Presentation Anxiety in the Classroom: A Comparative Study between Offline and Online Learning (Thesis unpublished). UIN Ar-Raniry. Fakultas Tarbiyah dan Keguruan.

Vater, C., Roca, A., & Williams, A. M. (2016). Effects of anxiety on anticipation and visual search in dynamic, time-constrained situations. Sport, Exercise, and Performance Psychology, 5(3), 179–192. https://doi.org/10.1037/spy0000056

Wilson, G. D., & Roland, D. (2002). Performance anxiety. In R. Parncutt & G. McPherson (Eds.), The science & psychology of music performance : Creative strategies for teaching and learning (pp. 47–61). Oxford University Press.

Zhan, Z., & Mei, H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students’ learning achievement and satisfaction across environments. Computers & Education, 69, 131–138. https://doi.org/10.1016/j.compedu.2013.07.002

Živković, S. (2014). The importance of oral presentations for university students. Mediterranean Journal of Social Sciences, 5(19), 468–475. https://doi.org/10.5901/mjss.2014.v5n19p468




DOI: https://doi.org/10.15575/psy.v11i1.32480

Refbacks

  • There are currently no refbacks.


web stats

View My Stats

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.