The Effect of Online Assessments on Students’ Attitudes Towards Undergraduate-Level Geography Courses

Abstract

The improvements in technology made technology tools invade almost every field, including education. Online assessment tools have various functions for students and teachers. Students are able to use their mobile devices in the classroom, while teachers are able to use the tools for formative and summative evaluation purposes and for getting to know their students. Teachers also get feedback on their instructional practices by analyzing student responses.
 Previous studies found that undergraduate students in Faculty of Education in Turkey do not have a very positive attitude for geography courses, because most of the students take geography courses almost every year until they enter the university. The aim of this study is to determine the effect of in-class online assessment tools on the attitudes of students at undergraduate level towards geography courses. In addition, the changes in students’ attitudes are examined for various variables. The study was designed in a quasi-experimental model with experiment and control groups. The study also implemented pre-tests and post-tests. Geography Attitude Scale developed by Sözen (2019) was used as data collection tool. The study’s sample consists of 70 students whose majors are Primary School Teacher in Faculty of Education. An online assessment tool was implemented for seven weeks in experiment group, while the control group did not receive the said tool. The study found that using online assessment tools significantly improved students’ attitude towards geography course.

An effective blended online teaching and learning strategy during the COVID-19 pandemic

“…Descriptive statistics using frequency, percentage, and means, were calculated from the responses to 5-point Likert scale questions. Mean response for each item in the construct variables, as well as the overall mean response per construct variable were calculated and then interpreted using the guide shown in Table 1 ( Sözen and Güven 2019 ).…”

The Perspectives of Educators and Learners on E-Learning: A Cross-Sectional Descriptive Study in a Medical School

“…The Likert scale ranged from strongly disagree, disagree, neutral, agree and strongly agree with the corresponding score of 1, 2, 3, 4, and 5, respectively. [11][12][13][14] The mean score has been divided into three levels [low: 1-2.33, medium: 2.34-3.67, high: 3.68-5.00] 15 for comparing findings with other studies. The scores 3 and 4 on a Likert scale were considered as positive responses.…”

Constructing Teacher Identity: Pre-Service Teacher Resilience in School-based Practicum Experiences

“…The data from the closed-ended questionnaire was analyzed using the SPSS program to find the mean of the data. The mean result from the closed-ended questionnaire was examined using the Likert-scale range table from Sözen and Güven (2019) and Sugiyono (2021) as shown in Table 5. The questions for the interview were formulated from the result of open and closed-ended questionnaires.…”