Please use this identifier to cite or link to this item: https://bspace.buid.ac.ae1234/1435
Full metadata record
DC FieldValueLanguage
dc.contributor.authorHussein, Hinda Jirdeh-
dc.date.accessioned2019-07-02T06:30:21Z-
dc.date.available2019-07-02T06:30:21Z-
dc.date.issued2019-
dc.identifier.issn2616-6828-
dc.identifier.urihttps://bspace.buid.ac.ae1234/1435-
dc.description.abstractThe purpose of this paper is to describe an experimental study that examined the impact of using Socrative as a tool for formative assessment “Feedforward” on EFL tertiary college students’ conceptual understanding of a nutrition course in the United Arab Emirates. The impact is determined by student test achievements. The study used true experimental design on 47 nutrition students and randomly assigned 23 participants into an experimental group and 24 into a control group. Both groups took pre-post-test of three parts unit of macronutrients. After the teaching the units, a pretest was administered, then the experimental group got a Socrative formative based assessment and the control group received the usual traditional paper based review. The study evaluated students’ understanding of the concepts and improvement of posttest after treatment of socrative based formative assessment. The results were analyzed in statistical software (SPSS 23) using independent t-test to determine if there was significant difference in the posttest scores between the two groups. The findings showed a significant improvement in the experimental group’s posttest, which is an impact in the implementation of socrative as formative assessment in enhancing student achievement.en_US
dc.language.isoenen_US
dc.publisherThe British University in Dubai (BUiD)en_US
dc.subjectformative assessmenten_US
dc.subjectstudent response system (SRS)en_US
dc.subjectsocrativeen_US
dc.subjectfeedforwarden_US
dc.subjecteducational technologyen_US
dc.titleThe impact of using Socrative based formative assessment to enhance student achievement in a nutrition course: A digital forward assessmenten_US
dc.typeArticleen_US
Appears in Collections:JREPT: Vol 2 No 1



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.