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An exploratory study of the use of multimedia science tests for secondary students
Author
Phua, Jean Yin Chiun
Supervisor
Chew, Lee Chin
Abstract
With the growing presence of information and communication technology (ICT) in teaching-learning, using conventional paper-administered summative assessments as the mainstay in school-based assessments would not accord well with instructional mode. Educational assessments in 21st century classrooms need to be both product and process orientated, and technology could be better harnessed for assessment purposes. Using multimedia elements, such as digital images, audio, and video as test stimuli hold promise as a more engaging and authentic form of assessment.
This exploratory case study investigated a testing of science learning deploying multimedia. Twelve science teachers from six participating secondary schools co-designed multimedia test-items on the topic “Electricity”. Three test packages created jointly with researchers were administered to a sample of 110 Singapore secondary school students. Specifically, the influences of three variables, namely, student gender, course of study and student ability in science, on student performance at multimedia science tests, and their engagement during the testing, were investigated. Two attitudinal measures were made, namely, attitudes towards science and attitudes towards multimedia testing.
Results show overall satisfactory student performance on the multimedia tests. The findings reveal that both the course of study and student ability in science, have a significant influence on student performance on multimedia tests. Compared to the “Normal (Technical)” students in the study sample, the “Express” students did better on the multimedia tests. Also, a “high ability” group identified from across the student sample performed better relative to the rest. Generally, a satisfactory level of student engagement during multimedia testing was observed. Student attitudes towards science remained positive over the period of test administrations. Both pre- and post- surveys reveal significant influences of course of study and ability in science. “Express” students and “high-ability” students were more positive towards science compared to their “Normal (Technical)” and “low-ability” counterparts respectively. Another interesting finding is the influence of course of study on students’ attitudes towards multimedia testing. Compared to “Normal (Technical)” students, the “Express” students were more positive towards multimedia testing. A significant relationship was established between students’ performance at the tests, and their engagement in them. Students who performed better were also more engaged during the testing sessions. In addition, there is satisfactory comparability between the students’ performance on the multimedia tests enacted in this study and their regular science assessments in school. With these insights into student performance and engagement in multimedia science tests, implications for school-based assessments and directions for further research are discussed.
This exploratory case study investigated a testing of science learning deploying multimedia. Twelve science teachers from six participating secondary schools co-designed multimedia test-items on the topic “Electricity”. Three test packages created jointly with researchers were administered to a sample of 110 Singapore secondary school students. Specifically, the influences of three variables, namely, student gender, course of study and student ability in science, on student performance at multimedia science tests, and their engagement during the testing, were investigated. Two attitudinal measures were made, namely, attitudes towards science and attitudes towards multimedia testing.
Results show overall satisfactory student performance on the multimedia tests. The findings reveal that both the course of study and student ability in science, have a significant influence on student performance on multimedia tests. Compared to the “Normal (Technical)” students in the study sample, the “Express” students did better on the multimedia tests. Also, a “high ability” group identified from across the student sample performed better relative to the rest. Generally, a satisfactory level of student engagement during multimedia testing was observed. Student attitudes towards science remained positive over the period of test administrations. Both pre- and post- surveys reveal significant influences of course of study and ability in science. “Express” students and “high-ability” students were more positive towards science compared to their “Normal (Technical)” and “low-ability” counterparts respectively. Another interesting finding is the influence of course of study on students’ attitudes towards multimedia testing. Compared to “Normal (Technical)” students, the “Express” students were more positive towards multimedia testing. A significant relationship was established between students’ performance at the tests, and their engagement in them. Students who performed better were also more engaged during the testing sessions. In addition, there is satisfactory comparability between the students’ performance on the multimedia tests enacted in this study and their regular science assessments in school. With these insights into student performance and engagement in multimedia science tests, implications for school-based assessments and directions for further research are discussed.
Date Issued
2010
Call Number
Q183.4.S55 Phu
Date Submitted
2010