Article ID Journal Published Year Pages File Type
6837587 Computers in Human Behavior 2016 10 Pages PDF
Abstract
The purpose of the study was to investigate whether the number of formative e-tests taken differed by gender, using students' perceived self-regulation levels as a covariate. The sample was 340 teacher candidates reached through purposeful sampling. The study lasted a semester; students were involved in a blended learning environment where classroom lessons supported by self-regulatory e-tests as a part of an online course management system, called MOODLE. It was possible for students to take 10-item online quizzes and 20-item practice tests as many as they wanted. In the analysis, a factorial ANOVA design was applied. Findings indicated a moderate correlation between the number of formative e-tests taken and the perceived self-regulation levels, indicating higher perceived self-regulation levels as the number of formative e-tests increased. By using perceived self-regulation levels as a covariate, the gender differences in the number of e-tests taken were also investigated. According to finding, gender variable did not explain the differences in the compound variable “the number of formative e-tests”. However, after controlling for the effect of perceived self-regulation, the findings were significant. Hence, we can conclude that self-regulated behavior is independent of students' gender; therefore, e-assessments is a self-regulated, technology-based instructional aid in higher education.
Related Topics
Physical Sciences and Engineering Computer Science Computer Science Applications
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