Perception of Undergraduates on the Utilization of Quizalize App for Formative Assessment in Online Educational Programme in the University of Ilorin
Keywords:
Formative Assessment, Online Learning, Quizalize Application, Students' PerceptionAbstract
This paper investigated the perception of undergraduates on the utilization of Quizalize app for formative assessment in online educational programme in the University of Ilorin. The study adopted a descriptive survey research design to evaluate the ease of use, efficiency, efficacy and challenges of using quizalize application for formative assessment in an online education. The sample for the study comprised of one hundred and fifty, 400 level students (2018/19 academic session) of educational technology department, University of Ilorin. Four research questions and four research hypotheses piloted the course of the research. The only instrument used for data collection was adapted from Bicen & Kocakoyun (2018) and Elmahdi, Al-Hattami & Fawzi (2018), and titled: “Utilization of Quizalize application for Formative Assessment Questionnaire (UQFAQ)”. A reliability coefficient of 0.76 was obtained using Cronbach's Alpha. The instrument was administered electronically and a 100% return rate was achieved. Data collected was analysed using a set mean value of 2.50 as “agreed”, while t-test was employed for analysis on the hypotheses using IBM SPSS statistics 20. Findings revealed among others that quizalize were easy to use, efficient and there were no significant differences between the perception of the male and female students. Based on the findings, it was recommended that quizalize application be integrated into the online educational programme and that online lecturers should engage the use of quizalize application for formative assessment so as to the provide students and the lecturers with continuous, real time information.
Résumé
Ce travail a étudié la perception des étudiants de premier cycle sur l'emploi de l'application Quizalize pour l'évaluation formative dans un programme éducatif en ligne à l'Université d'Ilorin. L'étude a adopté le plan de recherche descriptif pour évaluer la facilité d'utilisation, l'efficacité, l'efficience et les défis de l'utilisation de l'application Quizalize pour l'évaluation formative dans un programme éducatif en ligne. L'échantillon de l'étude comprenait cent cinquante, étudiants de niveau 400 (session académique 2018/19) du département de technologie éducative, Université d'Ilorin. Quatre questions de recherche et quatre hypothèses de recherche ont piloté le cours de la recherche. Le seul instrument utilisé pour la collecte de données a été adapté de Bicen & Kocakoyun (2018) et Elmahdi, Al-Hattami & Fawzi (2018), et intitulé : " Utilisation de l'application Quizalize pour le questionnaire d'évaluation formative (UQFAQ) ". Un coefficient de fiabilité de 0,76 a été obtenu en utilisant l'Alpha de Cronbach. L'instrument a été administré par voie électronique et un taux de retour de 100% a été obtenu. Les données recueillies ont été analysées en utilisant une valeur moyenne fixée à 2,50 comme "d'accord", tandis que le test t a été utilisé pour l'analyse des hypothèses à l'aide de la statistique 20 IBM SPSS. Les découvertes ont révélé entre autres que l'application quizalize était facile à utiliser, efficace et qu'il n'y avait pas de différences significatives entre la perception des étudiants et des étudiantes. Sur la base de ces découvertes, il a été conseillé d'intégrer l'application quizalize dans le programme éducatif en ligne et de faire en sorte que les enseignants en ligne utilisent l'application quizalize pour l'évaluation formative afin de fournir aux étudiants et aux enseignants des informations continues et en temps réel.
References
Bicen, H., & Kocakoyun, S. (2017). Determination of university students' most preferred mobile application for gamification. World Journal on Educational Technology: Current Issues. 9(1), 18-23
Cetin, H. S. (2018). Implementation of the Digital Assessment Tool 'Kahoot!' in Elementary School. International Technology and Education Journal 2(1) 9-20
Ebele, C.O., Onokpaunu, M. O. & Ikonomwan, B. A. (2018). Business educators' perception of green skills needed in the business education curriculum for creating a sustainable society in Nigeria. Nigerian Journal of Association of Business Educators of Nigeria 5(1), 30-39
Elmahdi, I., Al-Hattami, A & Fawzi, H. (2018). Using Technology for Formative Assessment to Improve Students' Learning. The Turkish Online Journal of Educational Technology, TOJET 17(2) 182-188
Irrissappane D. A., & Yasodha, S. (2014). A Study of Teachers' Perception on Entrepreneurship Education in Higher Learning Institutions. Pacific Business Review International 7(4) 13–24.
Irving, K. (2015). Technology-assisted formative assessment. In M. J. Urban and D. A. Falvo (Eds.). Improving K-12 STEM education outcomes through technological integration (380-398). http://doi.org/10.4018/978-1-4666-96167-7.ch017 accessed 2nd May 2019
Katkukah, D. G., & Okoyefi, Q. O. (2018). Educational Technology: A Necessary Tool for Distance Learning and Lifelong Education for Sustainable Development. Journal of Nigeria Association for Educational Media and Technology. 23(1) 44-55
Kehinde, M. O., & Salami L. O. (2018). Business educators' perception of measures capable of curbing corruption in tertiary institutions in Kwara State. Nigerian Journal of Association of Business Educators of Nigeria 5(2), 459-469
Lawton, D., Vye, N., Bransford, J., Bransford, J., Sanders, E., Richey, M., Stephens, R. (2012). Online learning based on essential concepts and formative assessment. Journal of Engineering Education, 244–287.
Miller, O., Nwaekete, J. O. & Akiti, N. (2016). Business education students' assessment of the utilization of e-learning software facilities for skills acquisition in colleges of education. Nigerian Journal of Business Education 2(1), 71-82
Samuel, N., Onasanya, S., & Olumorin, C., (2018). Perceived usefulness, ease of use and adequacy of use of mobile technologies by Nigerian university lecturers. International Journal of Education and Development using ICT. 14(3), 7-15
Olayinka, T. O., & Mamman, J. S. (2018). Lecturers' perception of the skills required for moving from on-ground to online teaching and learning in polytechnics in north-central zone, Nigeria. Nigerian Journal of Association of Business Educators of Nigeria 5(1), 40-50
Onasanya, O.T., (2012). Postgraduate Students' Access to And Self- efficacy In Information And Communication Technology Utilization for Research in South-West, Nigeria. An unpublished Research PhD Thesis, Department of Educational Technology University of Ilorin, Nigeria.
Onasanya, S. A., Shehu, R. A., Oduwaiye, L. A. & Shehu, L. A. (2010). Higher institutions lecturers' attitude towards integration of ICT into teaching and learning in Nigeria. Research Journal of Information Technology 2(1), 1-10
Pede, J. (2017). The effects of the online game Kahoot on science vocabulary acquisition. Rowan University.
Plump, C. M. & Larosa, J. (2017). Using Kahoot!! In the classroom to create engagement to create engagement and active learning: A game based technology solution for e-learning novices, Management Teaching Review, 2(2), 151-158.
Ren, A. & Wagner, S. (2016). Kahoot! The Electronic Journal for English as a Second Language, 20(2) 1 -10
Usman, I. S., Orji, S. O., & Sule, H. (2018). Effects of laboratory facilities on secondary school two physics students' achievement and motivation in Jos South Plateau State, Nigeria. Journal of Educational Media and Technology, 23(1), 56-75
Utoware, J. D. M. & Agbonaye, A. J. (2018). Perceived influence of business education programme on small and medium enterprises (SMEs) growth and national development in Nigeria. Journal of Nigeria Association for Educational Media and Technology. 23(1) 360-369
Wichadee, S. & Pattanapichet, F. (2018). Enhancement of Performance and Motivation Through the Application of Digital Games in an English Language Class. Teaching English with Technology, 18(1), 77-92
