Live your life. Create your destiny. Students’ perception on e-learning  and e-assessment By J.N. Mwambakana 1   K. Winnip...
Math/English visit Groningen-Rotterdam, june 2009 E-learning leadership project, Nuffic
Math faculty TUT, Pretoria, november 2009
Math faculty TUT, Pretoria, november 2009
Math visit Technicons, Pretoria, september 2010
Math visit Technicons, Pretoria, september 2010
Math visit Technicons, Pretoria, september 2010
Videoconferencing: Cape Town, Pretoria, Amsterdam, Groningen
Workshop, conference, Cape Town, March 2011
Workshop, conference, Cape Town, March 2011
Social, Cape Town, March 2011
 
eMaths working group, Sunday, Pretoria, 23 oct 2011 <ul><li>Vaal meeting (VUT) March 2012 </li></ul><ul><li>Mangusuthu (MU...
<ul><li>INTRODUCTION </li></ul><ul><li>METHODOLOGY </li></ul><ul><li>CASE STUDY </li></ul><ul><li>QUESTIONNAIRE </li></ul>...
INTRODUCTION <ul><li>Poor performance in Mathematics by students at UoTs in the Faculties of Science and Engineering in SA...
INTRODUCTION (cont.) <ul><li>A large number of school leavers do not meet the minimum requirement for  the main stream of ...
METHODOLOGY <ul><li>CASE STUDY </li></ul><ul><li>Pilot group: extended Analytical Chemistry programme; mathematics subject...
METHODOLOGY (cont.) <ul><li>QUESTIONNAIRE </li></ul><ul><li>The students perception on e-assessment was obtained by using ...
METHODOLOGY (cont.) <ul><li>DATA ANALYSIS </li></ul><ul><li>The statistical analysis was done using SPSS Statistics 17.0 p...
RESULTS and DISCUSSION <ul><li>FPMAT02 students wrote: </li></ul><ul><li>3 e-assessment tests,  </li></ul><ul><li>3 paper ...
RESULTS and DISCUSSION (cont.) <ul><li>A mean scores of 3  the indicator is classified as neutral; the students did not pe...
RESULTS and DISCUSSION (cont.) <ul><li>In general FPMAT02 students did endorse the main features of e-learning:  </li></ul...
RESULTS and DISCUSSION (cont.) <ul><li>The results show that there is a positive correlation between the grade/performance...
CONCLUSION <ul><li>E-assessment and e-learning were introduced successfully to the extended mathematic programme (FPMAT02)...
CONCLUSION (Cont.) <ul><li>The authors believe that through e-assessment and e-learning practice, students will overcome t...
<ul><li>THANK YOU </li></ul>12/05/11
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Students’ perception on e-learning and e-assessment

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Talk by Jeanine Mwambakana, Natasa Brouwer and Koos Winnips at the HEDS conference, Pretoria.
Natasa and me showed the activities of the Maths group in photos, Jeanine discussed her experiment on gap closing in Maths.

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  • Students’ perception on e-learning and e-assessment

    1. 1. Live your life. Create your destiny. Students’ perception on e-learning and e-assessment By J.N. Mwambakana 1 K. Winnips 2 N. Brouwer-Zupancic 3 1 TUT / UP 2 RijksUniversiteit Groningen 3 University of Amsterdam
    2. 2. Math/English visit Groningen-Rotterdam, june 2009 E-learning leadership project, Nuffic
    3. 3. Math faculty TUT, Pretoria, november 2009
    4. 4. Math faculty TUT, Pretoria, november 2009
    5. 5. Math visit Technicons, Pretoria, september 2010
    6. 6. Math visit Technicons, Pretoria, september 2010
    7. 7. Math visit Technicons, Pretoria, september 2010
    8. 8. Videoconferencing: Cape Town, Pretoria, Amsterdam, Groningen
    9. 9. Workshop, conference, Cape Town, March 2011
    10. 10. Workshop, conference, Cape Town, March 2011
    11. 11. Social, Cape Town, March 2011
    12. 13. eMaths working group, Sunday, Pretoria, 23 oct 2011 <ul><li>Vaal meeting (VUT) March 2012 </li></ul><ul><li>Mangusuthu (MUT) 2013 </li></ul><ul><li>Durban (DUT) 2014 </li></ul>
    13. 14. <ul><li>INTRODUCTION </li></ul><ul><li>METHODOLOGY </li></ul><ul><li>CASE STUDY </li></ul><ul><li>QUESTIONNAIRE </li></ul><ul><li>DATA ANALYSIS </li></ul><ul><li>RESULTS AND DISCUSSION </li></ul><ul><li>CONCLUSION </li></ul>12/05/11
    14. 15. INTRODUCTION <ul><li>Poor performance in Mathematics by students at UoTs in the Faculties of Science and Engineering in SA. </li></ul><ul><li>Poor performance in Mathematics do affect the completion of a degree by students enrolled in these faculties. (Mji & Mwambakana (2008)) </li></ul><ul><li>There exist a positive correlation between Mathematics Evaluation Anxiety and performance (Ashcraft & Kirk, 2001 and Cates, Rhymer & Skinner, 1998) </li></ul><ul><li>High level of anxiety affects achievement in some way. </li></ul>12/05/11
    15. 16. INTRODUCTION (cont.) <ul><li>A large number of school leavers do not meet the minimum requirement for the main stream of a degree programme, extended programme . </li></ul><ul><li>A large number of students do not perform well in their first year mathematics great need for innovation in the teaching and learning of mathematics at all levels of the education system. </li></ul><ul><li>There is an exponential growth in the number of student’s enrolment in higher education during the last ten years; however, the throughput and graduation rates have not improved. (Fouwls (2007)) </li></ul><ul><li>e-assessment and e-learning were introduced to the extended mathematic programme (FPMAT02) for Analytical Chemistry Diploma in the quest to improve students’ performance in mathematics. </li></ul>12/05/11
    16. 17. METHODOLOGY <ul><li>CASE STUDY </li></ul><ul><li>Pilot group: extended Analytical Chemistry programme; mathematics subject (FPMAT02) </li></ul><ul><li>This paper reports on the first phase of the implementation of the e-learning and e-assessment in the teaching of mathematics. (n = 44) </li></ul>12/05/11
    17. 18. METHODOLOGY (cont.) <ul><li>QUESTIONNAIRE </li></ul><ul><li>The students perception on e-assessment was obtained by using the adapted Likert scale (Ls) (Dermo, 2008). </li></ul><ul><li>This Ls has two subsections: background information and the indicators of the six dimensions: </li></ul><ul><li>affective, validity, practicality, reliability, security and pedagogy. </li></ul>12/05/11
    18. 19. METHODOLOGY (cont.) <ul><li>DATA ANALYSIS </li></ul><ul><li>The statistical analysis was done using SPSS Statistics 17.0 program. </li></ul><ul><li>Pearson’s correlation coefficient (r = rho) was used to establish if there were any difference between the different assessment modes. </li></ul><ul><li>Rho was run at a statistical significance level of 95 and 99% </li></ul>12/05/11
    19. 20. RESULTS and DISCUSSION <ul><li>FPMAT02 students wrote: </li></ul><ul><li>3 e-assessment tests, </li></ul><ul><li>3 paper and pen tests and </li></ul><ul><li>a three hour exam paper. </li></ul><ul><li>The mean age of students = 19 </li></ul><ul><li>With 55% female and 45% male. </li></ul>12/05/11
    20. 21. RESULTS and DISCUSSION (cont.) <ul><li>A mean scores of 3 the indicator is classified as neutral; the students did not perceive that there was a difference between paper-based and online test. </li></ul><ul><li>A mean value > 3; the indicator is regarded as negative and a mean value rating < 3; the indicator is regarded as positive </li></ul>12/05/11
    21. 22. RESULTS and DISCUSSION (cont.) <ul><li>In general FPMAT02 students did endorse the main features of e-learning: </li></ul><ul><li>Validity, Security and Pedagogy received a positive ranking, (Reliability received a “false negative” and </li></ul><ul><li>Affective factors and Practicality received a neutral mean ranking. </li></ul><ul><li>These findings mean that e-assessment can easily be incorporated in this course since students embraced it with little concern. </li></ul>12/05/11
    22. 23. RESULTS and DISCUSSION (cont.) <ul><li>The results show that there is a positive correlation between the grade/performance of students in these three components . </li></ul><ul><li>  </li></ul><ul><li>These results give us the green light to use blended method </li></ul><ul><li>One can use e-assessment as a control resort to monitor the performance of the students. </li></ul><ul><li>The more students practice the better their performance, hence the improvement of the throughput. </li></ul>12/05/11
    23. 24. CONCLUSION <ul><li>E-assessment and e-learning were introduced successfully to the extended mathematic programme (FPMAT02). </li></ul><ul><li>The results show a global acceptance by the students of this new assessment tool (e-assessment) in their curriculum. </li></ul><ul><li>Moreover, the statistical results show that there is a positive correlation between the grade/performance obtained by students in these two modes of assessment. </li></ul>12/05/11
    24. 25. CONCLUSION (Cont.) <ul><li>The authors believe that through e-assessment and e-learning practice, students will overcome their mathematics evaluation anxiety and hence improve their performance. </li></ul><ul><li>Further work : e-assessment and e-learning will be implemented fully (second presentation on Wednesday) </li></ul><ul><li>students’ progress will be monitored closely and the results will be reported. </li></ul>12/05/11
    25. 26. <ul><li>THANK YOU </li></ul>12/05/11

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