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Students’ Opinions on Administering Optional Online Quizzes in a two-year College Mathematics Course

Year 2014, Volume: 2 Issue: 4, 51 - 73, 09.12.2014

Abstract

The aim of this study is to determine students’ opinions about optional online quiz used under the content of blended instruction. Blended instruction has been created using a combination of face-to-face instruction with web-based learning management system. This is a descriptive study. This study was conducted on students of Mathematics-I course at a military vocational college. Courses have been conducted in the classroom setting and MS Power Point presentations, lecture notes, and quizzes were presented to the students via the intranet. Optional online quizzes based unit with multiplechoice question item pool was provided for the benefit of students. In the end of the semester Online Quiz Evaluation Form was applied to students to determine their opinions on online quizzes. 103 students have filled out the form. Data was analyzed using frequency, mean and ttest. In general it has been found that students are undecided about online quizzes. According to findings of this study, students who have a computer, internet connection in their home, and the web-based exam experience were more positive than students who have not own a computer, internet connection in their home, and the web-based exam experience about online quizzes. The online quiz applications and question bank creation especially for Mathematics were quite time consuming. The most important advantages of online quiz applications are the reduction in the time required for to read the students’ quiz and effective use of resources.

References

  • Allen, I. E., & Seaman, J. (2007). Online nation: Five years of growth in online learning. Survey report, The Sloan Consortium, USA. Retrieved from http://www.sloan-c.org/publications/survey/online_nation.
  • Atabek Yiğit, E., Balkan Kıyıcı, F., & Çetinkaya, G. (2014). Evaluating the testing effect in the classroom: An effective way to retrieve learned information. Eurasian Journal of Educational Research, 54, 99-116
  • Bull, J., & McKenna, C. (2004). Blueprint for computer-assisted assessment. London, UK: Routledge-Falmer.
  • Chen, J., & Chang, C. (2006). Using computers in early childhood classrooms: Teachers' attitudes, skills and practices. Journal of Early Childhood Research, 4(2), 169-188.
  • Çiğdem, H., & Topçu, A. (2013). Students’ perception of e-learning in the technical vocational school. Science Journal of Turkish Military Academy, 23(2), 1-19.
  • Dermo, J. (2009). E-assessment and the student learning experience: A survey of student perceptions of e-assessment. British Journal of Educational Technology, 40 (2), 203-214.
  • DeSouza, E., & Fleming, M. (2003). A comparison of in-class quizzes vs. online quizzes on student exam performance. Journal of Computing in Higher Education, 14, 121-134.
  • Ferrao, M. (2010). E-assessment within the Bologna Paradigm: Evidence from Portugal. Assessment & Evaluation in Higher Education, 35 (7): 819–830.
  • Gronlund, N.E. (1985). Measurement and evaluation in teaching (5th Ed.). New York: Macc Millan Publishing Company.
  • Grimstad, K., & Grabe, M. (2004). Are online study questions beneficial? Teaching of Psychology, 31(2), 143–46.
  • Harwood, I., & Warburton., B. (2004). Thinking the unthinkable: Using project risk management when introducing computer-assisted assessments. Proceedings of the 8th International Computer Assisted Assessment Conference, July 6–7, in Loughborough. Retrieved from http://www.caaconference.com/pastConferences/2004/proceedings/
  • Harwood_Warburton.pdf.
  • Johnson, B. C., & Kiviniemi, M. T. (2009). The effect of online chapter Quizzes on Exam performance in an undergraduate Social psychology course. Teach Psychology, 36 (1), 33-37.
  • Jordan, S., & Mitchell, T. (2009). e-Assessment for learning? The potential of short-answer freetext questions with tailored feedback. British Journal of Educational Technology, 40(2), 371–385.
  • Kaya, Z., & Tan, Ş. (2014). New trends of measurement and assessment in distance education. Turkish Online Journal of Distance Education, 15 (1), 206-217.
  • Kutluca, T. (2010) Investigation of teachers’ computer usage profiles and attitudes toward computers. International Online Journal of Science, 2(1), 81-97.
  • Llamas-Nistal, M., Fernández-Iglesias, M. J., González-Tato, J., & Mikic-Fonte, F. A. (2013). Blended e-assessment: Migrating classical exams to the digital world, Computers & Education, 62, 72-87.
  • Morris, D. (2008). Economics of scale and scope in e-learning. Teaching in Higher Education, 33(3), 331–343.
  • Ricketts, C., & Zakrzewski, S.. (2004). How do the risks of a web-based CAA system differ from those of a closed network system? Proceedings of the 8th International Computer Assisted Assessment Conference, July 6–7, in Loughborough. Retrieved from http://www.caaconference.com/past- Conferences/2004/proceedings/Ricketts2.pdf.
  • Sorensen, E. (2013): Implementation and student perceptions of e-assessment in a Chemical Engineering module. European Journal of Engineering Education, 38(2), 172-185
  • -
  • Teo, T. (2008). Assessing the computer attitudes of students: an Asian perspective. Computers in Human Behavior, 24(4), 1634–1642
  • -
  • Tümer, E., Şahin, İ., & Aktürk, A.O. (2008). Online sınav sistemi ve bu sistem ile ilgili öğrenci görüşleri. 5th International Educational Technologies Symposium, Anadolu University, Eskişehir.
  • Warburton, B., & Conole, G. (2003). CAA in UK HEIs – The state of the art. Proceedings of the 7th International Computer Assisted Assessment Conference, July 8–9, in Loughborough. Retrieved fromhttp://www.caaconference.com/pastConferences
  • /2003/proceedings/warburton.pdf
  • Yalman, M., & Kutluca, T. (2013). Matematik Öğretmeni Adaylarının Bölüm Dersleri İçin Kullanılan Uzaktan Eğitim Sistemi Hakkındaki Yaklaşımları. Dicle University Journal of Ziya Gokalp Education Faculty, 21, 197-208
  • Yalman, M. (2013). Eğitim Fakültesi Öğrencilerinin Bilgisayar Destekli Uzaktan Eğitim Sistemi (Moodle) Memnuniyet Düzeyleri. Electronic Turkish Studies, 8(8)
  • Zakrzewski, S., & Bull, J. (1998). Computer-assisted assessment: Suggested guidelines for an institutional strategy. Assessment & Evaluation in Higher Education 23, (3): 283–94.
  • Zakrzewski, S., & Steven, C. (2000). A model for computer-based assessment: The Catherine Wheel principle. Assessment & Evaluation in Higher Education 25, (2): 201–15.

Matematik Dersinde İsteğe Bağlı Çevrimiçi Kısa Sınav Uygulanması Hakkında Öğrenci Görüşleri

Year 2014, Volume: 2 Issue: 4, 51 - 73, 09.12.2014

Abstract

Bu çalışmanın amacı öğrencilerin harmanlanmış öğretim kapsamında kullandıkları çevrimiçi quiz sistemi hakkındaki görüşlerinin ortaya konmasıdır. Harmanlanmış öğretim, yüz yüze öğretim ile web tabanlı öğrenme yönetim sisteminin birlikte kullanılmasıyla oluşturulmuştur. Betimsel yöntem desenindeki çalışma bir meslek yüksekokulunda Matematik-I dersini alan 204 öğrenci üzerinde gerçekleştirilmiştir. Dersler sınıf ortamında yürütülmüş ve intranet üzerinden öğrencilere powerpoint (ppt) sunuları, ders notları ve quizler sunulmuştur. Çevrimiçi quizler ile ünite bazlı toplam 126 maddelik çoktan seçmeli test maddesi havuzundan öğrencilerin yararlanmaları sağlanmıştır. Dönem sonunda öğrencilerin çevrimiçi quizler hakkındaki görüşlerini belirlemek amacıyla Çevrimiçi Quiz Değerlendirme Formu kullanılmıştır. Hazırlanan form, 103 öğrenci tarafından cevaplanmıştır. Verilerin analizinde frekans, ortalama ve t testi kullanılmıştır. Öğrencilerin genel olarak çevrimiçi quiz konusunda kararsız kaldıkları belirlenmiştir. Bilgisayar sahibi olan öğrencilerin bilgisayar sahibi olmayanlara göre, evinde internet bağlantısı olan öğrencilerin evinde internet bağlantısı olmayan öğrencilere göre ve daha önce web tabanlı sınav deneyimi olan öğrencilerin, web tabanlı sınav konusunda herhangi bir deneyimi olmayan öğrencilere göre çevrimiçi quizler konusunda daha olumlu oldukları bulunmuştur. Çevrimiçi quiz uygulamasının soru bankasının oluşturulmasının özellikle Matematik dersi için oldukça zaman alıcı olduğu belirlenmiştir. Uygulamanın en önemli avantajları öğrenci quizlerini okumak için gereken zamanın azalması ve kaynakların etkin kullanılmasıdır.

References

  • Allen, I. E., & Seaman, J. (2007). Online nation: Five years of growth in online learning. Survey report, The Sloan Consortium, USA. Retrieved from http://www.sloan-c.org/publications/survey/online_nation.
  • Atabek Yiğit, E., Balkan Kıyıcı, F., & Çetinkaya, G. (2014). Evaluating the testing effect in the classroom: An effective way to retrieve learned information. Eurasian Journal of Educational Research, 54, 99-116
  • Bull, J., & McKenna, C. (2004). Blueprint for computer-assisted assessment. London, UK: Routledge-Falmer.
  • Chen, J., & Chang, C. (2006). Using computers in early childhood classrooms: Teachers' attitudes, skills and practices. Journal of Early Childhood Research, 4(2), 169-188.
  • Çiğdem, H., & Topçu, A. (2013). Students’ perception of e-learning in the technical vocational school. Science Journal of Turkish Military Academy, 23(2), 1-19.
  • Dermo, J. (2009). E-assessment and the student learning experience: A survey of student perceptions of e-assessment. British Journal of Educational Technology, 40 (2), 203-214.
  • DeSouza, E., & Fleming, M. (2003). A comparison of in-class quizzes vs. online quizzes on student exam performance. Journal of Computing in Higher Education, 14, 121-134.
  • Ferrao, M. (2010). E-assessment within the Bologna Paradigm: Evidence from Portugal. Assessment & Evaluation in Higher Education, 35 (7): 819–830.
  • Gronlund, N.E. (1985). Measurement and evaluation in teaching (5th Ed.). New York: Macc Millan Publishing Company.
  • Grimstad, K., & Grabe, M. (2004). Are online study questions beneficial? Teaching of Psychology, 31(2), 143–46.
  • Harwood, I., & Warburton., B. (2004). Thinking the unthinkable: Using project risk management when introducing computer-assisted assessments. Proceedings of the 8th International Computer Assisted Assessment Conference, July 6–7, in Loughborough. Retrieved from http://www.caaconference.com/pastConferences/2004/proceedings/
  • Harwood_Warburton.pdf.
  • Johnson, B. C., & Kiviniemi, M. T. (2009). The effect of online chapter Quizzes on Exam performance in an undergraduate Social psychology course. Teach Psychology, 36 (1), 33-37.
  • Jordan, S., & Mitchell, T. (2009). e-Assessment for learning? The potential of short-answer freetext questions with tailored feedback. British Journal of Educational Technology, 40(2), 371–385.
  • Kaya, Z., & Tan, Ş. (2014). New trends of measurement and assessment in distance education. Turkish Online Journal of Distance Education, 15 (1), 206-217.
  • Kutluca, T. (2010) Investigation of teachers’ computer usage profiles and attitudes toward computers. International Online Journal of Science, 2(1), 81-97.
  • Llamas-Nistal, M., Fernández-Iglesias, M. J., González-Tato, J., & Mikic-Fonte, F. A. (2013). Blended e-assessment: Migrating classical exams to the digital world, Computers & Education, 62, 72-87.
  • Morris, D. (2008). Economics of scale and scope in e-learning. Teaching in Higher Education, 33(3), 331–343.
  • Ricketts, C., & Zakrzewski, S.. (2004). How do the risks of a web-based CAA system differ from those of a closed network system? Proceedings of the 8th International Computer Assisted Assessment Conference, July 6–7, in Loughborough. Retrieved from http://www.caaconference.com/past- Conferences/2004/proceedings/Ricketts2.pdf.
  • Sorensen, E. (2013): Implementation and student perceptions of e-assessment in a Chemical Engineering module. European Journal of Engineering Education, 38(2), 172-185
  • -
  • Teo, T. (2008). Assessing the computer attitudes of students: an Asian perspective. Computers in Human Behavior, 24(4), 1634–1642
  • -
  • Tümer, E., Şahin, İ., & Aktürk, A.O. (2008). Online sınav sistemi ve bu sistem ile ilgili öğrenci görüşleri. 5th International Educational Technologies Symposium, Anadolu University, Eskişehir.
  • Warburton, B., & Conole, G. (2003). CAA in UK HEIs – The state of the art. Proceedings of the 7th International Computer Assisted Assessment Conference, July 8–9, in Loughborough. Retrieved fromhttp://www.caaconference.com/pastConferences
  • /2003/proceedings/warburton.pdf
  • Yalman, M., & Kutluca, T. (2013). Matematik Öğretmeni Adaylarının Bölüm Dersleri İçin Kullanılan Uzaktan Eğitim Sistemi Hakkındaki Yaklaşımları. Dicle University Journal of Ziya Gokalp Education Faculty, 21, 197-208
  • Yalman, M. (2013). Eğitim Fakültesi Öğrencilerinin Bilgisayar Destekli Uzaktan Eğitim Sistemi (Moodle) Memnuniyet Düzeyleri. Electronic Turkish Studies, 8(8)
  • Zakrzewski, S., & Bull, J. (1998). Computer-assisted assessment: Suggested guidelines for an institutional strategy. Assessment & Evaluation in Higher Education 23, (3): 283–94.
  • Zakrzewski, S., & Steven, C. (2000). A model for computer-based assessment: The Catherine Wheel principle. Assessment & Evaluation in Higher Education 25, (2): 201–15.
There are 30 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Harun Çiğdem

Şeref Tan

Publication Date December 9, 2014
Submission Date July 7, 2014
Published in Issue Year 2014 Volume: 2 Issue: 4

Cite

APA Çiğdem, H., & Tan, Ş. (2014). Matematik Dersinde İsteğe Bağlı Çevrimiçi Kısa Sınav Uygulanması Hakkında Öğrenci Görüşleri. Journal of Computer and Education Research, 2(4), 51-73.

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