The impact of paper-based, computer-based and mobile-based self-assessment on students' science motivation and achievement

Stavros A. Nikou, Anastasios A. Economides

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

The present study focuses on the implementation of a self - assessment procedure in a Physics class, extended during a seven weeks period in a European secondary level school. The researchers used three modes of assessment based on paper and pencil, computer-web and mobile devices respectively. The aim of the study is to investigate the effect of each mode of assessment on students' motivation and achievement. Analysis of pre- and post-motivation tests revealed a more positive motivational orientation of students towards computers and mobile devices as assessment delivery mediums. Also, student evaluation implemented after the phase of the experimental procedure showed a significant increase in learning achievement for low-achieving students who participated in the mobile-based and computer-based assessment. The positive effects of computers and mobile devices on students' learning motivation suggest that they can be used as a promising alternative to paper and pencil assessment procedures.
LanguageEnglish
Pages1241-1248
Number of pages8
JournalComputers in Human Behavior
Volume55
Issue numberPart B
Early online date9 Oct 2015
DOIs
Publication statusPublished - 2016

Fingerprint

Motivation
Students
Mobile devices
Equipment and Supplies
Learning
Physics
Research Personnel
Self-Assessment

Keywords

  • computer-based assessment
  • mobile learning
  • mobile-based assessment
  • motivation
  • self-assessment
  • STEM
  • computer aided analysis
  • education
  • mobile devices
  • students

Cite this

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title = "The impact of paper-based, computer-based and mobile-based self-assessment on students' science motivation and achievement",
abstract = "The present study focuses on the implementation of a self - assessment procedure in a Physics class, extended during a seven weeks period in a European secondary level school. The researchers used three modes of assessment based on paper and pencil, computer-web and mobile devices respectively. The aim of the study is to investigate the effect of each mode of assessment on students' motivation and achievement. Analysis of pre- and post-motivation tests revealed a more positive motivational orientation of students towards computers and mobile devices as assessment delivery mediums. Also, student evaluation implemented after the phase of the experimental procedure showed a significant increase in learning achievement for low-achieving students who participated in the mobile-based and computer-based assessment. The positive effects of computers and mobile devices on students' learning motivation suggest that they can be used as a promising alternative to paper and pencil assessment procedures.",
keywords = "computer-based assessment, mobile learning, mobile-based assessment, motivation, self-assessment, STEM, computer aided analysis, education, mobile devices, students",
author = "Nikou, {Stavros A.} and Economides, {Anastasios A.}",
note = "Black, A.E., Deci, E.L., The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self- determination theory perspective (2000) Science Education, 84, pp. 740-756; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education, 5, pp. 7-68; Brophy, J.E., On motivating students (1988) Talk to Teachers, pp. 201-245. , D. Berliner B. Rosenshine Random House New York; Bryan, R.R., (2009) Students' Motivation to Learn Science: Validation of the Science Motivation Questionnaire, , Doctoral dissertation The University of Georgia Georgia; Cakir, O., Simsek, N., A comparative analysis of the effects of computer and paper-based personalization on student achievement (2010) Computers & Education, 55 (4), pp. 1524-1531; Castillo-Merino, D., Serradell-L{\'o}pez, E., An analysis of the determinants of students' performance in e-learning (2014) Computers in Human Behavior, 30, pp. 476-484; Chen, C.M., Chung, C.J., Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle (2008) Computers & Education, 51, pp. 624-645; Chen, K.C., Jang, S.J., Motivation in online learning: Testing a model of self-determination theory (2010) Computers in Human Behavior, 26 (4), pp. 741-752; Chua, Y.P., Effects of computer-based testing on test performance and testing motivation (2012) Computers in Human Behavior, 28 (5), pp. 1580-1586; Chua, Y.P., Don, Z.M., Effects of computer-based educational achievement test on test performance and test takers' motivation (2013) Computers in Human Behavior, 29 (5), pp. 1889-1895; Chu, H.C., Hwang, G.J., Tsai, C.C., Tseng, J.C.R., A two-tier test approach to developing location-aware mobile learning systems for natural science courses (2010) Computers and Education, 55 (4), pp. 1618-1627; Ciampa, K., Learning in a mobile age: An investigation of student motivation (2014) Journal of Computer Assisted Learning, 30 (1), pp. 82-96; Clariana, R., Wallace, P., Paper-based versus computer-based assessment: Key factors associated with the test mode effect (2002) British Journal of Educational Technology, 33, pp. 593-602; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , 2nd ed. Lawrence Earlbaum Associates Hillsdale, NJ; Ćukušić, M., Garača, Ž., Jadrić, M., Online self-assessment and students' success in higher education institutions (2014) Computers & Education, 72, pp. 100-109; Deci, E.L., Ryan, R.M., (1985) Intrinsic Motivation and Self-determination in Human Behavior, , Plenum New York; Deutsch, T., Herrmann, K., Frese, T., Sandholzer, H., Implementing computer-based assessment - A web-based mock examination changes attitudes (2012) Computers & Education, 58 (4), pp. 1068-1075; DPE - Department for Professional Employee, (2013) Fact Sheet 2013, the STEM Workforce: An Occupational Overview, , http://dpeaflcio.org/wp-content/uploads/The-STEM-workforce-2013.pdf, Retrieved December 21, 2014; De-Marcos, L., Hilera, J.R., Barchino, R., Jim{\'e}nez, L., Mart{\'i}nez, J.J., Guti{\'e}rrez, J.A., An experiment for improving students performance in secondary and tertiary education by means of m-learning auto-assessment (2010) Computers & Education, 55 (3), pp. 1069-1079; Finn, B., Measuring motivation in low-stakes assessments (2015) Research Report No. RR-15-19, , Educational Testing Service Princeton, NJ; Glynn, S.M., Koballa, T.R., Jr., Motivation to learn college science (2006) Handbook of College Science Teaching, pp. 25-32. , J.J. Mintzes W.H. Leonard National Science Teachers Association Press Arlington, VA; Glynn, S.M., Taasoobshirazi, G., Brickman, P., Science motivation Questionnaire: Construct validation with non-science majors (2009) Journal of Research in Science Teaching, 46, pp. 127-146; Huff, K.C., The comparison of mobile devices to computers for web-based assessments (2015) Computers in Human Behavior, 49, pp. 208-212; Hwang, G.-J., Chang, H.-F., A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students (2011) Computers & Education, 56 (4), pp. 1023-1031; Jeong, H., A comparative study of scores on computer-based tests and paper-based tests (2012) Behaviour & Information Technology, 33 (4), pp. 410-422; Kearney, C., Efforts to increase students' interest in pursuing mathematics (2010) Science and Technology Studies and Careers: National Measures Taken by 16 of European Schoolnet Member Countries, European Schoolnet, Brussels; Kenny, R.F., Neste-Kenny, J.M.V., Burton, P.A., Park, C.L., Qayyum, A., Using self-efficacy to assess the readiness of nursing educators and students for mobile learning (2012) The International Review of Research in Open and Distance Learning, 13 (3), pp. 277-296; Lawson, A.E., Banks, D.L., Logvin, M., Self-efficacy, reasoning ability, and achievement in college biology (2007) Journal of Research in Science Teaching, 44, pp. 706-724; Lim, D.H., Cross cultural differences in online learning motivation (2004) Educational Media International, 41 (2), pp. 163-173; Looi, C.-K., Sun, D., Xie, W., Exploring students' progression in an inquiry science curriculum enabled by mobile learning (2015) Learning Technologies, IEEE Transactions on, 8 (1), pp. 43-54; Looi, C.K., Zhang, B., Chen, W., Seow, P., Chia, G., Norris, C., 1:1 mobile inquiry learning experience for primary science students: A study of learning effectiveness (2011) Journal of Computer Assisted Learning, 27 (3), pp. 269-287; Macario, J., Spanish students and teachers' preferences towards computer-based and paper-and-pencil tests at universities (2009) Procedia - Social and Behavioral Sciences, 1, pp. 814-817; Macedo-Rouet, M., Ney, M., Charles, S., Lallich-Boidin, G., Students' performance and satisfaction with Web vs. paper-based practice quizzes and lecture notes (2009) Computers and Education, 53 (2), pp. 375-384; McMillan, J.H., Hearn, J., Student self-assessment: The key to stronger student motivation and higher achievement (2008) Educational Horizons, 87 (1), pp. 40-49; Nikou, S.A., Economides, A.A., Student achievement in paper, computer/web and mobile based assessment (2013) Proceedings of the 6th Balkan Conference on Informatics (BCI), Greece; Nikou, S.A., Economides, A.A., A model for Mobile-based assessment adoption based on self-determination theory of Motivation (2014) Proceedings of the 9th International Conference on Interactive Mobile Communication Technologies and Learning (IEEE), pp. 86-90. , Thessaloniki, Greece; OECD, (2008) Encouraging Student Interest in Science and Technology Studies, , OECD Publishing Paris; OECD, (2010) PISA Computer-based Assessment of Student Skills in Science, , OECD Publishing Paris; Pintrich, P.R., Schunk, D., (2002) Motivation in Education: Theory, Research and Applications, , 2nd ed. Merrill Prentice Hall Upper Saddle River, NJ; Romero, C., Ventura, S., De Bra, P., Using mobile and web-based computerized tests to evaluate university students (2009) Computer Applications in Engineering Education, 17 (4), pp. 435-447; Scherer, R., Siddiq, F., The big-fish-little-pond-effect revisited: Do different types of assessments matter? (2015) Computers & Education, 80, pp. 198-210; Serradell-L{\'o}pez, E., Lara-Navarra, P., Castillo-Merino, D., Gonz{\'a}lez-Gonz{\'a}lez, I., Developing professional knowledge and confidence in higher education (2010) International Journal of Knowledge Society Research, 1 (4), pp. 32-34; Shank, D.B., Cotten, S.R., Does technology empower urban youth? the relationship of technology use to self-efficacy (2014) Computers & Education, 70, pp. 184-193; Shih, J.L., Chu, H.C., Hwang, G.J., Kinshuk, An investigation of attitudes of students and teachers about participating in a context-aware ubiquitous learning activity (2011) British Journal of Educational Technology, 42 (3), pp. 373-394; Song, Y., {"}bring Your Own Device (BYOD){"} for seamless science inquiry in a primary school (2014) Computers & Education, 74, pp. 50-60; Stefanou, C., Parkes, J., Effects of classroom assessment on student motivation in fifth-grade science (2003) Journal of Educational Research, 96 (3), p. 152; Sun, J.C.-Y., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Computers & Education, 72, pp. 80-89; Sutherlin, A.L., Sutherlin, G.R., Akpanudo, U.M., The effect of clickers in university science courses (2013) Journal of Science Education and Technology, pp. 1-16; Terzis, V., Economides, A.A., The acceptance and use of computer based assessment (2011) Computers & Education, 56, pp. 1032-1044; Timmers, C.F., Braber-Van Den Broek, J., Van Den Berg, S.M., Motivational beliefs, student effort, and feedback behaviour in computer-based formative assessment (2013) Computers & Education, 60, pp. 25-31; U.S. Department Of Education, (2013) Science, Technology, Engineering and Math: Education for Global Leadership, , http://www.ed.gov/stem, Retrieved July 18, 2013; Wallace, P.E., Clariana, R.B., Gender differences in computer-administered versus paper-based tests (2005) International Journal of Instructional Media, 32 (2), pp. 175-183; Wenemark, M., Persson, A., Brage, H.N., Svensson, T., Kristenson, M., Applying motivation theory to achieve increased response rates, respondent satisfaction and data quality (2011) Journal of Official Statistics, 27 (2), pp. 393-414; Wilson, K., Boyd, C., Chen, L., Jamal, S., Improving student performance in a first-year geography course: Examining the importance of computer-assisted formative assessment (2011) Computers & Education, 57 (2), pp. 1493-1500; Wise, S.L., The utility of adaptive testing in addressing the problem of unmotivated examinees (2014) Journal of Computerized Adaptive Testing, 2 (1), pp. 1-17",
year = "2016",
doi = "10.1016/j.chb.2015.09.025",
language = "English",
volume = "55",
pages = "1241--1248",
journal = "Computers in Human Behaviour",
issn = "0747-5632",
number = "Part B",

}

The impact of paper-based, computer-based and mobile-based self-assessment on students' science motivation and achievement. / Nikou, Stavros A.; Economides, Anastasios A.

In: Computers in Human Behavior, Vol. 55, No. Part B, 2016, p. 1241-1248.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The impact of paper-based, computer-based and mobile-based self-assessment on students' science motivation and achievement

AU - Nikou, Stavros A.

AU - Economides, Anastasios A.

N1 - Black, A.E., Deci, E.L., The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self- determination theory perspective (2000) Science Education, 84, pp. 740-756; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education, 5, pp. 7-68; Brophy, J.E., On motivating students (1988) Talk to Teachers, pp. 201-245. , D. Berliner B. Rosenshine Random House New York; Bryan, R.R., (2009) Students' Motivation to Learn Science: Validation of the Science Motivation Questionnaire, , Doctoral dissertation The University of Georgia Georgia; Cakir, O., Simsek, N., A comparative analysis of the effects of computer and paper-based personalization on student achievement (2010) Computers & Education, 55 (4), pp. 1524-1531; Castillo-Merino, D., Serradell-López, E., An analysis of the determinants of students' performance in e-learning (2014) Computers in Human Behavior, 30, pp. 476-484; Chen, C.M., Chung, C.J., Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle (2008) Computers & Education, 51, pp. 624-645; Chen, K.C., Jang, S.J., Motivation in online learning: Testing a model of self-determination theory (2010) Computers in Human Behavior, 26 (4), pp. 741-752; Chua, Y.P., Effects of computer-based testing on test performance and testing motivation (2012) Computers in Human Behavior, 28 (5), pp. 1580-1586; Chua, Y.P., Don, Z.M., Effects of computer-based educational achievement test on test performance and test takers' motivation (2013) Computers in Human Behavior, 29 (5), pp. 1889-1895; Chu, H.C., Hwang, G.J., Tsai, C.C., Tseng, J.C.R., A two-tier test approach to developing location-aware mobile learning systems for natural science courses (2010) Computers and Education, 55 (4), pp. 1618-1627; Ciampa, K., Learning in a mobile age: An investigation of student motivation (2014) Journal of Computer Assisted Learning, 30 (1), pp. 82-96; Clariana, R., Wallace, P., Paper-based versus computer-based assessment: Key factors associated with the test mode effect (2002) British Journal of Educational Technology, 33, pp. 593-602; Cohen, J., (1988) Statistical Power Analysis for the Behavioral Sciences, , 2nd ed. Lawrence Earlbaum Associates Hillsdale, NJ; Ćukušić, M., Garača, Ž., Jadrić, M., Online self-assessment and students' success in higher education institutions (2014) Computers & Education, 72, pp. 100-109; Deci, E.L., Ryan, R.M., (1985) Intrinsic Motivation and Self-determination in Human Behavior, , Plenum New York; Deutsch, T., Herrmann, K., Frese, T., Sandholzer, H., Implementing computer-based assessment - A web-based mock examination changes attitudes (2012) Computers & Education, 58 (4), pp. 1068-1075; DPE - Department for Professional Employee, (2013) Fact Sheet 2013, the STEM Workforce: An Occupational Overview, , http://dpeaflcio.org/wp-content/uploads/The-STEM-workforce-2013.pdf, Retrieved December 21, 2014; De-Marcos, L., Hilera, J.R., Barchino, R., Jiménez, L., Martínez, J.J., Gutiérrez, J.A., An experiment for improving students performance in secondary and tertiary education by means of m-learning auto-assessment (2010) Computers & Education, 55 (3), pp. 1069-1079; Finn, B., Measuring motivation in low-stakes assessments (2015) Research Report No. RR-15-19, , Educational Testing Service Princeton, NJ; Glynn, S.M., Koballa, T.R., Jr., Motivation to learn college science (2006) Handbook of College Science Teaching, pp. 25-32. , J.J. Mintzes W.H. Leonard National Science Teachers Association Press Arlington, VA; Glynn, S.M., Taasoobshirazi, G., Brickman, P., Science motivation Questionnaire: Construct validation with non-science majors (2009) Journal of Research in Science Teaching, 46, pp. 127-146; Huff, K.C., The comparison of mobile devices to computers for web-based assessments (2015) Computers in Human Behavior, 49, pp. 208-212; Hwang, G.-J., Chang, H.-F., A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students (2011) Computers & Education, 56 (4), pp. 1023-1031; Jeong, H., A comparative study of scores on computer-based tests and paper-based tests (2012) Behaviour & Information Technology, 33 (4), pp. 410-422; Kearney, C., Efforts to increase students' interest in pursuing mathematics (2010) Science and Technology Studies and Careers: National Measures Taken by 16 of European Schoolnet Member Countries, European Schoolnet, Brussels; Kenny, R.F., Neste-Kenny, J.M.V., Burton, P.A., Park, C.L., Qayyum, A., Using self-efficacy to assess the readiness of nursing educators and students for mobile learning (2012) The International Review of Research in Open and Distance Learning, 13 (3), pp. 277-296; Lawson, A.E., Banks, D.L., Logvin, M., Self-efficacy, reasoning ability, and achievement in college biology (2007) Journal of Research in Science Teaching, 44, pp. 706-724; Lim, D.H., Cross cultural differences in online learning motivation (2004) Educational Media International, 41 (2), pp. 163-173; Looi, C.-K., Sun, D., Xie, W., Exploring students' progression in an inquiry science curriculum enabled by mobile learning (2015) Learning Technologies, IEEE Transactions on, 8 (1), pp. 43-54; Looi, C.K., Zhang, B., Chen, W., Seow, P., Chia, G., Norris, C., 1:1 mobile inquiry learning experience for primary science students: A study of learning effectiveness (2011) Journal of Computer Assisted Learning, 27 (3), pp. 269-287; Macario, J., Spanish students and teachers' preferences towards computer-based and paper-and-pencil tests at universities (2009) Procedia - Social and Behavioral Sciences, 1, pp. 814-817; Macedo-Rouet, M., Ney, M., Charles, S., Lallich-Boidin, G., Students' performance and satisfaction with Web vs. paper-based practice quizzes and lecture notes (2009) Computers and Education, 53 (2), pp. 375-384; McMillan, J.H., Hearn, J., Student self-assessment: The key to stronger student motivation and higher achievement (2008) Educational Horizons, 87 (1), pp. 40-49; Nikou, S.A., Economides, A.A., Student achievement in paper, computer/web and mobile based assessment (2013) Proceedings of the 6th Balkan Conference on Informatics (BCI), Greece; Nikou, S.A., Economides, A.A., A model for Mobile-based assessment adoption based on self-determination theory of Motivation (2014) Proceedings of the 9th International Conference on Interactive Mobile Communication Technologies and Learning (IEEE), pp. 86-90. , Thessaloniki, Greece; OECD, (2008) Encouraging Student Interest in Science and Technology Studies, , OECD Publishing Paris; OECD, (2010) PISA Computer-based Assessment of Student Skills in Science, , OECD Publishing Paris; Pintrich, P.R., Schunk, D., (2002) Motivation in Education: Theory, Research and Applications, , 2nd ed. Merrill Prentice Hall Upper Saddle River, NJ; Romero, C., Ventura, S., De Bra, P., Using mobile and web-based computerized tests to evaluate university students (2009) Computer Applications in Engineering Education, 17 (4), pp. 435-447; Scherer, R., Siddiq, F., The big-fish-little-pond-effect revisited: Do different types of assessments matter? (2015) Computers & Education, 80, pp. 198-210; Serradell-López, E., Lara-Navarra, P., Castillo-Merino, D., González-González, I., Developing professional knowledge and confidence in higher education (2010) International Journal of Knowledge Society Research, 1 (4), pp. 32-34; Shank, D.B., Cotten, S.R., Does technology empower urban youth? the relationship of technology use to self-efficacy (2014) Computers & Education, 70, pp. 184-193; Shih, J.L., Chu, H.C., Hwang, G.J., Kinshuk, An investigation of attitudes of students and teachers about participating in a context-aware ubiquitous learning activity (2011) British Journal of Educational Technology, 42 (3), pp. 373-394; Song, Y., "bring Your Own Device (BYOD)" for seamless science inquiry in a primary school (2014) Computers & Education, 74, pp. 50-60; Stefanou, C., Parkes, J., Effects of classroom assessment on student motivation in fifth-grade science (2003) Journal of Educational Research, 96 (3), p. 152; Sun, J.C.-Y., Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data (2014) Computers & Education, 72, pp. 80-89; Sutherlin, A.L., Sutherlin, G.R., Akpanudo, U.M., The effect of clickers in university science courses (2013) Journal of Science Education and Technology, pp. 1-16; Terzis, V., Economides, A.A., The acceptance and use of computer based assessment (2011) Computers & Education, 56, pp. 1032-1044; Timmers, C.F., Braber-Van Den Broek, J., Van Den Berg, S.M., Motivational beliefs, student effort, and feedback behaviour in computer-based formative assessment (2013) Computers & Education, 60, pp. 25-31; U.S. Department Of Education, (2013) Science, Technology, Engineering and Math: Education for Global Leadership, , http://www.ed.gov/stem, Retrieved July 18, 2013; Wallace, P.E., Clariana, R.B., Gender differences in computer-administered versus paper-based tests (2005) International Journal of Instructional Media, 32 (2), pp. 175-183; Wenemark, M., Persson, A., Brage, H.N., Svensson, T., Kristenson, M., Applying motivation theory to achieve increased response rates, respondent satisfaction and data quality (2011) Journal of Official Statistics, 27 (2), pp. 393-414; Wilson, K., Boyd, C., Chen, L., Jamal, S., Improving student performance in a first-year geography course: Examining the importance of computer-assisted formative assessment (2011) Computers & Education, 57 (2), pp. 1493-1500; Wise, S.L., The utility of adaptive testing in addressing the problem of unmotivated examinees (2014) Journal of Computerized Adaptive Testing, 2 (1), pp. 1-17

PY - 2016

Y1 - 2016

N2 - The present study focuses on the implementation of a self - assessment procedure in a Physics class, extended during a seven weeks period in a European secondary level school. The researchers used three modes of assessment based on paper and pencil, computer-web and mobile devices respectively. The aim of the study is to investigate the effect of each mode of assessment on students' motivation and achievement. Analysis of pre- and post-motivation tests revealed a more positive motivational orientation of students towards computers and mobile devices as assessment delivery mediums. Also, student evaluation implemented after the phase of the experimental procedure showed a significant increase in learning achievement for low-achieving students who participated in the mobile-based and computer-based assessment. The positive effects of computers and mobile devices on students' learning motivation suggest that they can be used as a promising alternative to paper and pencil assessment procedures.

AB - The present study focuses on the implementation of a self - assessment procedure in a Physics class, extended during a seven weeks period in a European secondary level school. The researchers used three modes of assessment based on paper and pencil, computer-web and mobile devices respectively. The aim of the study is to investigate the effect of each mode of assessment on students' motivation and achievement. Analysis of pre- and post-motivation tests revealed a more positive motivational orientation of students towards computers and mobile devices as assessment delivery mediums. Also, student evaluation implemented after the phase of the experimental procedure showed a significant increase in learning achievement for low-achieving students who participated in the mobile-based and computer-based assessment. The positive effects of computers and mobile devices on students' learning motivation suggest that they can be used as a promising alternative to paper and pencil assessment procedures.

KW - computer-based assessment

KW - mobile learning

KW - mobile-based assessment

KW - motivation

KW - self-assessment

KW - STEM

KW - computer aided analysis

KW - education

KW - mobile devices

KW - students

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