Mathematics Online Baseline Assessment: Senior Phase First-year Student Teachers’ Views
Problem-solving and enquiry-based learning are integral in the Mathematics and Science curriculum in South Africa through online-based assessment. Online assessment has rapidly gained recognition because of technology. In this paper, the authors explored the views of online baseline assessment amon...
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| Format: | Article |
| Language: | English |
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OpenED Network
2023-08-01
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| Series: | Research in Social Sciences and Technology |
| Subjects: | |
| Online Access: | https://ressat.org/index.php/ressat/article/view/682 |
| _version_ | 1797744202569744384 |
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| author | Folake Modupe Adelabu Jogmol Kalariparampil Alex |
| author_facet | Folake Modupe Adelabu Jogmol Kalariparampil Alex |
| author_sort | Folake Modupe Adelabu |
| collection | DOAJ |
| description |
Problem-solving and enquiry-based learning are integral in the Mathematics and Science curriculum in South Africa through online-based assessment. Online assessment has rapidly gained recognition because of technology. In this paper, the authors explored the views of online baseline assessment among Senior Phase First-year Mathematics Student Teachers. The researchers adopted a qualitative research method. Data was collected from the participants using an online Google form developed into a questionnaire. The participants in this study were first-year students enrolled for the Bachelor of Education in Mathematics at a university in a rural province of South Africa. The first-year student teachers were exposed to the senior phase baseline assessments through the licensed online Computer Aided Mathematics Instruction (CAMI) tool. One hundred and sixteen (116) senior-phase student teachers completed the online questionnaire. This study used convenience sampling since it was the most appropriate method to conveniently invite the participant. The findings revealed that first-year student teachers were enthusiastic and motivated to write the baseline assessment on computers for the first time. The result also showed that several first-year student teachers experienced difficulties solving mathematics problems using computers. This study recommends more intensive research on student teachers' views on online assessment regarding gender and time.
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| first_indexed | 2024-03-12T15:06:21Z |
| format | Article |
| id | doaj.art-6d0934f345ba449a8f38a828f309c690 |
| institution | Directory Open Access Journal |
| issn | 2468-6891 |
| language | English |
| last_indexed | 2024-03-12T15:06:21Z |
| publishDate | 2023-08-01 |
| publisher | OpenED Network |
| record_format | Article |
| series | Research in Social Sciences and Technology |
| spelling | doaj.art-6d0934f345ba449a8f38a828f309c6902023-08-12T13:55:09ZengOpenED NetworkResearch in Social Sciences and Technology2468-68912023-08-018310.46303/ressat.2023.22Mathematics Online Baseline Assessment: Senior Phase First-year Student Teachers’ ViewsFolake Modupe Adelabu0Jogmol Kalariparampil Alex1Department of Continuing and Adult Professional Teachers Development, Faculty of Education, Walter Sisulu University, Eastern Cape Province. South AfricaDepartment of Continuing and Adult Professional Teachers Development, Faculty of Education, Walter Sisulu University, Eastern Cape Province. South Africa Problem-solving and enquiry-based learning are integral in the Mathematics and Science curriculum in South Africa through online-based assessment. Online assessment has rapidly gained recognition because of technology. In this paper, the authors explored the views of online baseline assessment among Senior Phase First-year Mathematics Student Teachers. The researchers adopted a qualitative research method. Data was collected from the participants using an online Google form developed into a questionnaire. The participants in this study were first-year students enrolled for the Bachelor of Education in Mathematics at a university in a rural province of South Africa. The first-year student teachers were exposed to the senior phase baseline assessments through the licensed online Computer Aided Mathematics Instruction (CAMI) tool. One hundred and sixteen (116) senior-phase student teachers completed the online questionnaire. This study used convenience sampling since it was the most appropriate method to conveniently invite the participant. The findings revealed that first-year student teachers were enthusiastic and motivated to write the baseline assessment on computers for the first time. The result also showed that several first-year student teachers experienced difficulties solving mathematics problems using computers. This study recommends more intensive research on student teachers' views on online assessment regarding gender and time. https://ressat.org/index.php/ressat/article/view/682Online baseline assessmentstudent teachers’ viewsmathematical knowledgeinformationcommunication technology |
| spellingShingle | Folake Modupe Adelabu Jogmol Kalariparampil Alex Mathematics Online Baseline Assessment: Senior Phase First-year Student Teachers’ Views Research in Social Sciences and Technology Online baseline assessment student teachers’ views mathematical knowledge information communication technology |
| title | Mathematics Online Baseline Assessment: Senior Phase First-year Student Teachers’ Views |
| title_full | Mathematics Online Baseline Assessment: Senior Phase First-year Student Teachers’ Views |
| title_fullStr | Mathematics Online Baseline Assessment: Senior Phase First-year Student Teachers’ Views |
| title_full_unstemmed | Mathematics Online Baseline Assessment: Senior Phase First-year Student Teachers’ Views |
| title_short | Mathematics Online Baseline Assessment: Senior Phase First-year Student Teachers’ Views |
| title_sort | mathematics online baseline assessment senior phase first year student teachers views |
| topic | Online baseline assessment student teachers’ views mathematical knowledge information communication technology |
| url | https://ressat.org/index.php/ressat/article/view/682 |
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