Rahkman Ardi, Ardi (2018) Does CQA Online Platform Increase Academic Performance of Secondary Students in Indonesia. In: The 3rd International Conference on Psychology in Health, Educational, Social, and Organizational Settings. Science and Technology Press Co., Ltd, pp. 199-206. ISBN 978-989-758-435-0

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Abstract

The effective use of a CQA platform supported by appropriate learning style and specific traits could boost students’ academic performance. This research aims to investigate the difference in academic performance between passive and active users of CQA, i.e. Brainly; and determine socio-psychological characteristics distinguishing between those users. The participants completed questionnaires related to demographics and psychology scale, i.e. Grasha-Reichmann Student Learning Style Scales (GRSLSS), Big Five Personality Inventory, Academic Self-efficacy, and social interaction scale. Moreover, the students’ academic performance was also measured by testing three subjects which are Indonesian (five questions), English (five questions), and Mathematics (five questions) based on the education level of participants. The total number of participants was 757 respondents consisting of 333 CQA active users and 424 CQA passive users. The results of this research show that students having independent, contributive and competitive learning styles tend to be more active in solving the problems of academic subjects. The users with high self-efficacy along with a conscientious personality also tend to be active users. The active users also show higher academic performance scores compared to the passive ones.

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