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

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


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.