Technology Enhanced Formative Assessment for Students’ Motivation in Mathematics at Elementary Level

Abida Shaheen; Dr Farhana Khurshid; Dr Muhammad Saeed Khan

doi:10.36902/sjesr-vol3-iss3-2020(335-344)

Abida Shaheen PhD Scholar, Department of Education, Fatima Jinnah Women University, Rawalpindi
Dr Farhana Khurshid Assistant Professor, Department of Education, Fatima Jinnah Women University, Rawalpindi
Dr Muhammad Saeed Khan Assistant Professor, Department of Education, University of Haripur, Haripur

DOI: https://doi.org/10.36902/sjesr-vol3-iss3-2020(335-344)

Keywords: Classroom Response System, Pedagogy, Mathematics, Motivation, Formative Assessment

Abstract

Technology Enhanced Formative Assessment (TEFA) is an advanced and evidence-based pedagogical approach for science and mathematics teaching using a classroom response system. Question-driven instruction, dialogical discourse, formative assessment, and meta-level communication are four core principles on which TEFA is built upon. These are implemented through a question cycle in the classroom. Eight weeks duration intervention study was carried out in two urban high schools, one from each stratum (i.e., boys and girls) using a non-equivalent comparison group quasi-experimental design on a sample of 183 participants. The study participants included 42 girls and 47 boys in the experimental group, whereas 54 girls and 40 boys in the control group from the 8th-grade mathematics class. Students' mathematics motivation survey using IMI (i.e., intrinsic motivation inventory) was used to measure students' mathematics learning motivation levels. Two-way ANOVA was conducted to assess the motivation level of the students. Analysis of the results showed that the experimental group motivation level was significantly higher than the control group.