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The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic procrastination and academic performance. However, the effect of academic procrastination on assignments in distance learning setting has not been analyzed extensively. To understand the interaction between academic procrastination and the learning environment; assignment and exam performances of eighty-eight university students in face-to-face (FtF) and distance learning (DL) environments were investigated. According to the findings of the study, students' academic procrastination and assignment scores were negatively correlated in both environments but especially in DL setting. Contrary to this, academic procrastination and exam scores were correlated to each other only in FtF environment. On the other hand, there was no correlation between total assignment and exam scores for DL group, while a medium positive correlation was found in FtF group. The findings of binary logical regression analysis demonstrated that predictive value of the DL environment for assignment score is much stronger than academic procrastination behavior of students.

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ÖZETÖğrencilerin davranışsal, duyuşsal ve bilişsel boyutları ile derse 'bağlılık'ları öğrenme için son derecede önemlidir. Son dönemde eğitimde kullanımı yaygınlaşan Web 2.0 araçları arasında yer alan dijital değerlendirme araçları öğrencilere bilgisayar/cep telefonu/tablet aracılığıyla yöneltilen sorulara cevap verme imkânı sunmaktadır. Bu araçlar öğretmenlere renkli, rekabetçi bir ortamda anında dönüt verme, bireysel veya grup değerlendirmesi yapma vaadi taşımaktadır. Bu araştırmada öğrencilerin derse bağlılıklarının dijital değerlendirme araçlarının kullanımı sonrası değişimleri incelenmiştir. Sosyoekonomik seviyeleri yüksek ve düşük iki ayrı okulda "Bilişim Teknolojileri ve Yazılım" dersi alan 65 altıncı sınıf öğrencisinden Wang, Bergin ve Bergin'e ait "Derse Katılım Envanteri" ile veriler toplanmıştır. Uygulanan dijital değerlendirme araçları sonrasında öntestlere göre Okul-1 için 'davranışsal katılım-uyma', 'bilişsel katılım' altboyutlarının ortalamasının anlamlı derecede arttığı, 'derse katılmama' altboyutunun ortalamasının anlamlı derecede düştüğü; Okul-2'de sadece 'duyuşsal katılım' altboyutunda anlamlı şekilde arttığı görülmüştür. Araştırma dijital değerlendirme araçlarının öğrencilerin derse bağlılıklarına olumlu etkisi olabileceği hakkında ipuçları sunmaktadır. Benzer araştırmaların deneysel desenlerde ve nitel analizlerle desteklenerek gerçekleştirilmesi önerilmektedir. Anahtar Kelimeler: Derse katılım, dersten kopma, dijital değerlendirme araçları, biçimlendirici değerlendirme THE IMPACT OF DIGITAL ASSESSMENT TOOLS ON STUDENTS' ENGAGEMENT IN CLASS: A CASE OF TWO DIFFERENT SECONDARY SCHOOLS ABSTRACTBehavioral, emotional and cognitive dimensions of the academic engagement of students are ultimately important for their learning. Among the Web 2.0 tools that have recently become highly popular in education, digital assessment tools offer students the opportunity to respond promptly to questions posed via computers/cell phones/tablets. These tools promise teachers instant feedback for individual or group evaluation in a colorful, competitive environment. In this study, it was researched whether students' academic engagement was affected by digital assessment tools. A pre-experimental design model was used with 65 sixth grade students who took "Information Technologies and Software" course in two different schools with high and low socioeconomic status. The data were collected by adapted Turkish version of Wang, Bergin and Bergin's "Course Engagement Inventory". Following the usage of the digital assessment tool, comparing the pre-tests, the averages of 'behavioral engagement-compliance' and 'cognitive engagement' subscales increased significantly in School-1, while the 'behavioral engagement-effortful class participation' subscales decreased in the same school. On the other hand, for the School-2 significant difference was only observed in the subscales of 'affective engagement'. The research provides some clues that digital assessment tools may have a positive impact on students' academic engagement. I...

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