THE EFFICACY OF TECHNOLOGY-ENHANCED FORMATIVE ASSESSMENT ON STUDENTS' ACHIEVEMENT IN ELECTRONICS TECHNOLOGY EDUCATION
Formative assessments have undeniably not been left out of the current wave of technology in education, especially with the advent of technology-enhanced assessments. This research determined the efficacy of technology-enhanced formative assessment on students' achievement in electronics technology education. The study was steered with two research questions and two hypotheses, and the repeated measures research design was adopted. The study sample was 67 out of a population of 118 SS II students in Enugu-East LGA, Enugu State, using a multistage sampling procedure. A researcher developed the Electronics Technology Achievement Test (ETAT) with a Kuder-Richardson20 reliability index of 0.89, which was used for data collection. A statistically significant difference in the achievement scores of electronics technology education students due to technology-enhanced formative assessment emerged as a finding from the study; also, that male and female students do not differ significantly in their achievement in electronics technology education due to technology-enhanced formative assessment; and, students’ gender interacted with the test occasions. The study concluded that technology-enhanced formative assessment effectively enhances students’ achievement in electronics technology education. The researchers recommended that teachers and school management leverage technology to enhance formative assessments and provide support, training, and facilities for effective technology-enhanced formative assessments.
Keywords: Formative assessment, technology-enhanced, repeated measures, students’ achievement, electronic technology education
Nnaji, Anayo David, Ocheni, Christopher Adah, Ibrahim, Yohanna, Aikoye, Joshua Enemako Awolumate, Emmanuel Olorunfemi, Odoh, Faith Beyi, Madu, Barnabas Chidi
THE EFFICACY OF TECHNOLOGY-ENHANCED FORMATIVE ASSESSMENT ON STUDENTS' ACHIEVEMENT IN ELECTRONICS TECHNOLOGY EDUCATION
Formative assessments have undeniably not been left out of the current wave of technology in education, especially with the advent of technology-enhanced assessments. This research determined the efficacy of technology-enhanced formative assessment on students' achievement in electronics technology education. The study was steered with two research questions and two hypotheses, and the repeated measures research design was adopted. The study sample was 67 out of a population of 118 SS II students in Enugu-East LGA, Enugu State, using a multistage sampling procedure. A researcher developed the Electronics Technology Achievement Test (ETAT) with a Kuder-Richardson20 reliability index of 0.89, which was used for data collection. A statistically significant difference in the achievement scores of electronics technology education students due to technology-enhanced formative assessment emerged as a finding from the study; also, that male and female students do not differ significantly in their achievement in electronics technology education due to technology-enhanced formative assessment; and, students’ gender interacted with the test occasions. The study concluded that technology-enhanced formative assessment effectively enhances students’ achievement in electronics technology education. The researchers recommended that teachers and school management leverage technology to enhance formative assessments and provide support, training, and facilities for effective technology-enhanced formative assessments. Keywords: Formative assessment, technology-enhanced, repeated measures, students’ achievement, electronic technology education