Classroom response system, academic achievement and attitude towards formative assessment of high school chemistry students

Date of Award

2018

Document Type

Thesis

Degree Name

Master of Science in Science Education

Department

Biology

First Advisor

Lagunzad, Catherine G.B., Ph.D.

Abstract

This study used a quasi-experimental design to determine the effect of classroom response system (CRS) on the academic achievement and attitude towards formative assessment of high school chemistry students. CRS is a formative assessment platform that allows students to key in individual answers on a device as response to a question given by a teacher. In this study, the mobile applications Plickers and Socrative were implemented as CRS. The respondents were grade 11 senior high school students. The CRS-mediated group (experimental group) and the traditional group (control group) each consisted of 25 students. Questionnaires were used in the quantitative analysis of the study. These were a 50-item researcher-made chemistry achievement questionnaire and a 5-point Likert-type attitudinal questionnaire. Qualitative inquiry was done through conduct of focus group discussions in both groups. Both descriptive and inferential statistics were used to analyze the gathered data. The analysis of covariance results, F(1,47) = 3.851, p = 0.056, showed that the use of CRS did not yield any significant difference between the posttest achievement scores of the two groups while controlling their pretest scores as covariant. However, the t-test analysis results, t(48) = -3.302, p-value = 0.002, revealed that the CRS group put less amount of effort than that of the traditional group to achieve significantly equal posttest scores. In terms of students attitude towards coverage of syllabus, quantity and quality of feedback, and use of feedback, the quantitative analyses results showed no significant difference in any of these factors between the two groups. These results do not agree with the qualitative data as inquiry through focus group discussions strongly suggests otherwise. It was evident from the focus group discussions that students who experienced CRS received assessment feedbacks that are more immediate, more specific, and more useful for their learning.

Comments

The B5.T596 2018

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