Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654857
Title: The implementation of a rich formative assessment environment in mathematics and related subjects
Author: Acosta Gonzaga, Elizabeth
ISNI:       0000 0004 5360 6524
Awarding Body: University of Manchester
Current Institution: University of Manchester
Date of Award: 2015
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Abstract:
Currently, Information and Communication Technology (ICT) is available to almosteveryone. In the last few decades its impact has widely expanded in all fieldsincluding the educational one. There are important attitudinal factors affecting theusage of learning technology successfully. Information system researchers haveidentified the importance of personal factors, such as attitudes, beliefs, culture andbehaviours in technology acceptance (Davis, Bagozzi, & Warshaw, 1992). Previousresearch has analysed these factors in the acceptance of educational technology inhigher education (Liu, Liao, & Pratt, 2009), (Teo, 2009), (Terzis & Economides, 2011),(Cheung & Vogel, 2013). However, the factors playing a role in a mathematicalcontext have not been fully analysed. This research explores the role of several attitudinal factors in the acceptance ofeducational technology for the assessment process in mathematics in a highereducation setting. We examine the effects of formative on-line feedback on theadoption of educational technology by analysing both teachers' and students'opinions regarding enriched formative on-line assessment for mathematics. Ourresults suggest that UK students find on-line feedback is more enjoyable and usefulthan traditional feedback. Attitude and enjoyment are two important factorsinfluencing usage intentions. Results also show that two influential factors to facilitateusing the on-line testing environment are that feeling confident about computers andthe availability of information technology services. In Mexico, findings reveal thatstudents' attitude has the strongest influence on usage intentions which means thattheir feelings and opinions are important. They also think that on-line feedback ismore enjoyable than face-to-face feedback. Students who are proficient in on-linetesting are more likely to find it easy to use. Students also agree that when an on-lineenvironment is easy to use, it is also more likely that they consider it as useful andenjoyable. Taking into account these results can be the best way to design amathematics e-assessment activity for UK and Mexican students. UK instructors agreethat on-line assessments are useful tools to enrich instructional strategies. Teachersin Mexico have a similar opinion. Both results show that they really value providingon-line feedback.
Supervisor: Not available Sponsor: National Polytechnic Institute (IPN), Mexico ; National Council on Science and Technology of Mexico (CONACYT), Mexico
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.654857  DOI: Not available
Keywords: Physics Education Research ; e-assessment ; on-line learning ; mathematical e-assessment ; models of e-learning adoption ; international dimensions of e-learning
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