IDEAS home Printed from https://ideas.repec.org/a/igg/jmbl00/v12y2020i2p57-76.html
   My bibliography  Save this article

Using Plickers in Formative Assessment to Augment Student Learning

Author

Listed:
  • Zuhrieh A. Shana

    (Al Ain University of Science and Technology, UAE)

  • Sara Abd Al Baki

    (ABC Private School, UAE)

Abstract

The aim of this quasi-experimental research is to investigate the effectiveness of formative assessment on the progress of private elementary school students. 77 students (33 girls and 44 boys) were split into two groups. The experimental group used an app called the Plickers app daily and was further divided by gender into two groups, while the control group used a revision sheet as a formative assessment. Student progress was assessed by comparing the mean scores of a pre-test to those of a post-test taken after one week of using the formative assessment tools. The results indicate that both formative assessment tools help improve student progress. However, the Plickers App had a greater positive impact than the revision sheet. Further, greater improvement was displayed by girls compared to boys. The researchers concluded that continuous usage of Plickers in classes can help promote positive students' perception, improve performance, and reduce gaps between high and low achievers.

Suggested Citation

  • Zuhrieh A. Shana & Sara Abd Al Baki, 2020. "Using Plickers in Formative Assessment to Augment Student Learning," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 12(2), pages 57-76, April.
    • Handle: RePEc:igg:jmbl00:v:12:y:2020:i:2:p:57-76
    as

    Download full text from publisher

    File URL: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJMBL.2020040104
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Pao-Nan Chou, 2022. "Using Plickers to Support Student Learning in Rural Schools: A Comprehensive Analysis," SAGE Open, , vol. 12(3), pages 21582440221, August.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:igg:jmbl00:v:12:y:2020:i:2:p:57-76. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Journal Editor (email available below). General contact details of provider: https://www.igi-global.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.