A qualitative analysis of differential effect of multiple-choice and open- ended questions on metacognition and affect
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CitationBirgili, B., & Kiraz, E. A (August 22-26, 2016). Qualitative Analysis of Differential Effect of Multiple-choice and Open- ended Questions on Metacognition and Affect. Paper presented at European Conference on Educational Research [ECER 2016], University College Dublin, Ireland.