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Students’ perception on e-learning and e-assessment

By

J.N. Mwambakana1 K. Winnips2 N. Brouwer-Zupancic3 1 TUT / UP 2RijksUniversiteit Groningen 3University of Amsterdam

Math/English visit Groningen-Rotterdam, june 2009E-learning leadership project, Nuffic

Math faculty TUT, Pretoria, november 2009

Math faculty TUT, Pretoria, november 2009

Math visit Technicons, Pretoria, september 2010

Math visit Technicons, Pretoria, september 2010

Math visit Technicons, Pretoria, september 2010

Videoconferencing: Cape Town, Pretoria, Amsterdam, Groningen

Workshop, conference, Cape Town, March 2011

Workshop, conference, Cape Town, March 2011

Social, Cape Town, March 2011

eMaths working group, Sunday, Pretoria, 23 oct 2011

Vaal meeting (VUT) March 2012Mangusuthu (MUT) 2013Durban (DUT) 2014

INTRODUCTION

METHODOLOGY CASE STUDY QUESTIONNAIRE DATA ANALYSIS

RESULTS AND DISCUSSION

CONCLUSION

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INTRODUCTIONPoor performance in Mathematics by students at

UoTs in the Faculties of Science and Engineering in SA.

Poor performance in Mathematics do affect the completion of a degree by students enrolled in these faculties. (Mji & Mwambakana (2008))

There exist a positive correlation between Mathematics Evaluation Anxiety and performance (Ashcraft & Kirk, 2001 and Cates, Rhymer & Skinner, 1998)

High level of anxiety affects achievement in some way.

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INTRODUCTION (cont.)A large number of school leavers do not meet the minimum

requirement for the main stream of a degree programme, extended programme.

A large number of students do not perform well in their first year mathematics great need for innovation in the teaching and learning of mathematics at all levels of the education system.

There is an exponential growth in the number of student’s enrolment in higher education during the last ten years; however, the throughput and graduation rates have not improved. (Fouwls (2007))

e-assessment and e-learning were introduced to the extended mathematic programme (FPMAT02) for Analytical Chemistry Diploma in the quest to improve students’ performance in mathematics.

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METHODOLOGYCASE STUDY

Pilot group: extended Analytical Chemistry programme; mathematics subject (FPMAT02)

This paper reports on the first phase of the implementation of the e-learning and e-assessment in the teaching of mathematics. (n = 44)

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METHODOLOGY (cont.)

QUESTIONNAIRE

The students perception on e-assessment was obtained by using the adapted Likert scale (Ls) (Dermo, 2008).

This Ls has two subsections: background information and the indicators of the six dimensions:affective, validity, practicality, reliability, security and pedagogy.

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METHODOLOGY (cont.)DATA ANALYSIS

The statistical analysis was done using SPSS Statistics 17.0 program.

Pearson’s correlation coefficient (r = rho) was used to establish if there were any difference between the different assessment modes.

Rho was run at a statistical significance level of 95 and 99%

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RESULTS and DISCUSSIONFPMAT02 students wrote:3 e-assessment tests, 3 paper and pen tests and a three hour exam paper.

The mean age of students = 19

With 55% female and 45% male.

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RESULTS and DISCUSSION (cont.)A mean scores of 3 the indicator is

classified as neutral; the students did not perceive that there was a difference between paper-based and online test.

A mean value > 3; the indicator is regarded as negative and a mean value rating < 3; the indicator is regarded as positive

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RESULTS and DISCUSSION (cont.)In general FPMAT02 students did endorse the

main features of e-learning:

Validity, Security and Pedagogy received a positive ranking, (Reliability received a “false negative” and

Affective factors and Practicality received a neutral mean ranking.

These findings mean that e-assessment can easily be incorporated in this course since students embraced it with little concern.

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RESULTS and DISCUSSION (cont.)The results show that there is a positive correlation

between the grade/performance of students in these three components .

 These results give us the green light to use blended

method

One can use e-assessment as a control resort to monitor the performance of the students.

The more students practice the better their performance, hence the improvement of the throughput.

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CONCLUSIONE-assessment and e-learning were introduced

successfully to the extended mathematic programme (FPMAT02).

The results show a global acceptance by the students of this new assessment tool (e-assessment) in their curriculum.

Moreover, the statistical results show that there is a positive correlation between the grade/performance obtained by students in these two modes of assessment.

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CONCLUSION (Cont.)The authors believe that through e-

assessment and e-learning practice, students will overcome their mathematics evaluation anxiety and hence improve their performance.

Further work: e-assessment and e-learning will be implemented fully (second presentation on Wednesday)

students’ progress will be monitored closely and the results will be reported.

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THANK YOU

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