The Feasibility of Online Assessment of Students’ Inductive Reasoning Skills Abilities in Namibia

Kambeyo, Linus; Csapó, Benő

doi:10.21125/edulearn.2017.0561

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“…This proved that technology-based assessment is feasible and reliable in Namibia, even though some of the schools where the participants were from do not have adequate ICT facilities. The results of the studies conform to the current research communities that support the proposition that inductive reasoning develops during a broad age range and that the developmental process covers the whole period of elementary and secondary education (Csapó and Funke 2017;Kambeyo and Csapó 2017). Furthermore, this result indicates that research participants may not have explicit inductive reasoning training in this age-range at school, which suggests that the education curriculum may need to look into this aspect of reasoning.…”

Section: Discussionsupporting

confidence: 82%

The Impact of Computer Literacy Training on the Academic Performance of First Year Student in the University of Zululand, Kwadlangezwa, South Africa

Tewari¹

2018

IJES

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In recent years, a large number of studies have highlighted the importance and benefits of technologybased assessment. The goals of this study were (1) to examine the feasibility and reliability of technology-based assessment in Namibia; and (2) to assess students' abilities and the development of their inductive reasoning skills, comparing it with data from a small Chinese sample (N=50; 27 boys; 23 girls) using the same instrument as an indicative benchmark. The data collection was conducted in Oshana region, Namibia (N=621; 268 boys; 348 girls). Both the Namibian and the Chinese participants' average age was 12 years. The Rasch model was used for scaling the data and analysis. The reliabilities of the test proved to be high (Cronbach's α: .846). Namibian students performed significantly lower (M=-1.38, SD=.84) in the test compared to the benchmark sample (M=2.17, SD=.83). The results also suggest that technology-based assessment is feasible and reliable in Oshana region and indicated that students from Namibia do not have explicit inductive reasoning training in this age-range at school.

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Section: Discussionsupporting

confidence: 82%

The Impact of Computer Literacy Training on the Academic Performance of First Year Student in the University of Zululand, Kwadlangezwa, South Africa

Tewari¹

2018

IJES

View full text Add to dashboard Cite

show abstract

The Feasibility of Online Assessment of Students’ Inductive Reasoning Skills Abilities in Namibia

Cited by 1 publication

References 0 publications

The Impact of Computer Literacy Training on the Academic Performance of First Year Student in the University of Zululand, Kwadlangezwa, South Africa

The Impact of Computer Literacy Training on the Academic Performance of First Year Student in the University of Zululand, Kwadlangezwa, South Africa

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