Technology Enhanced Formative Assessment for Students Learning in Mathematics at Elementary Level

Abida Shaheen; Dr. Farhana Khurshid; Engr. Zareen Khan

doi:10.36902/rjsser-vol2-iss2-2021(153-163)

Abida Shaheen PhD Scholar, Fatima Jinnah Women University Rawalpindi, 46000, Rawalpindi, Pakistan
Dr. Farhana Khurshid Assistant Professor, Fatima Jinnah Women University Rawalpindi, 46000, Rawalpindi, Pakistan
Engr. Zareen Khan Assistant Professor, Technical Education and Vocational Training Authority, Peshawar, Khyber Pakhtunkhwa

DOI: https://doi.org/10.36902/rjsser-vol2-iss2-2021(153-163)

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

Abstract

Technology Enhanced Formative Assessment is an innovative and verified pedagogical method for mathematics and science instruction using clickers as a tool to achieve learning gains. Question-based instruction, dialogical discourse, formative assessment, and meta-level communication are the four main rules on which this Classroom Response System (clickers) based pedagogy is constructed. An iterative question cycle helps in executing these principles in the classroom. Non-equivalent comparison group quasi-experimental design was applied on a sample of 183 participants. These participants were taken from two urban high schools (i.e., boys and girls). This intervention lasted for eight weeks. The study members comprised 42 females and 47 males in the experimental group. 54 females and 40 males were in the control group of the 8^th mathematics class. Multiple choice questions-based achievement test (both Pre and Post-intervention) was administered to both groups at the same time. The results of One-way ANCOVA showed that the intervention was effective. The results of the Post-test analysis showed that the experimental group achieved considerably higher than the control group. The study implications for curriculum developers, school administrators, and teachers are discussed.