Date of Award
10-5-2017
Publication Type
Master Thesis
Degree Name
M.A.
Department
Psychology
Keywords
Assessment, Education, Learning, mTuner, Technology, Test Anxiety
Supervisor
Singleton-Jackson, Jill
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
With technology at the fingertips of most undergraduate students, it has been difficult for instructors to fully engage them in the classroom, which has resulted in the creation of several innovative interventions, such as mTuner. mTuner integrates several cognitive learning strategies within an assessment, with the goal of actually enhancing learning, as opposed to just measuring it. In the current study, students’ attitudes, level of engagement, and performance were evaluated, with specific explorations into academic entitlement (AE), test anxiety (TA), learning orientation (LO) and grade orientation (GO). Results indicated that students had very positive attitudes toward mTuner, especially in comparison to traditional multiple-choice paper and pencil (MCPP) formats. Additionally, students had very high performance scores on the mTuner assessment despite their limited engagement in the cognitive learning features, putting to question mTuner’s facilitation of long-term learning. Implications and future recommendations of mTuner implementation in educational environments are discussed.
Recommended Citation
Shaw, Lindsay, "Altering Assessment for Greater Achievement: An Evaluation of Students’ Attitudes and Level of Engagement with mTuner" (2017). Electronic Theses and Dissertations. 7297.
https://scholar.uwindsor.ca/etd/7297