THE IMPACT OF DIGITAL ASSESSMENT TOOLS ON STUDENTS’ ENGAGEMENT IN CLASS: A CASE OF TWO DIFFERENT SECONDARY SCHOOLS

45495

Behavioral, emotional and cognitive dimensions of the academic engagement of students are ultimately important for their learning. Among the Web 2.0 tools that have recently become highly popular in education, digital assessment tools offer students the opportunity to respond promptly to questions posed via computers/cell phones/tablets. These tools promise teachers instant feedback for individual or group evaluation in a colorful, competitive environment. In this study, it was researched whether students academic engagement was affected by digital assessment tools. A pre-experimental design model was used with 65 sixth grade students who took Information Technologies and Software course in two different schools with high and low socioeconomic status. The data were collected by adapted Turkish version of Wang, Bergin and Bergin s Course Engagement Inventory. Following the usage of the digital assessment tool, comparing the pre-tests, the averages of ‘behavioral engagement– compliance’ and cognitive engagement’ subscales increased significantly in School-1, while the ‘behavioral engagement– effortful class participation’ subscales decreased in the same school. On the other hand, for the School-2 significant difference was only observed in the subscales of ‘affective engagement’. The research provides some clues that digital assessment tools may have a positive impact on students academic engagement. It is suggested to conduct similar research using experimental design models and qualitative models.

1606

Academic engagement , disengagement , digital assessment tools , formative assessment

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

1620

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi