Using socrative as an online homework platform to increase students’ exam scores

Balta, Nuri; Rodríguez, Víctor Hugo Perera; Hervás-Gómez, Carlos

doi:10.1007/s10639-017-9638-6

Cited by 42 publications

(47 citation statements)

References 39 publications

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“…The aim of this study is to investigate students' attitudes towards the use of mobile-based tests in formative language assessment and to investigate the effect of their first experience of Socrative on their attitudes towards the use of mobile-based testing. Understanding learners' attitudes and preferences has great influence on their acceptance of mobile-based testing tools which, in turn, affects their academic achievement (Balta et al, 2018 participants' responses answers the research questions. Generally, the participants had positive attitudes before they experienced the use of mobile-based tests, which can be attributed to the fact that they have experienced different mobile applications, especially social media applications, and that they expected this new experience to be as smooth.…”

Section: Discussionmentioning

confidence: 99%

“…In several studies, students who experienced using Socrative for test-taking, as well as in-class activities, perceived these experiences positively (Abdulla, 2018;Awedh, Mueen, Zafar, & Manzoor, 2014;Balta, Perera-Rodríguez, & Hervás-Gómez, 2018;Guarascio, Nemecek, & Zimmerman, 2017;Ohashi, 2015;Yoon, 2017). The data collected using surveys by Balta et al (2018), Awedh et al (2014), and Abdulla (2018) showed positive attitudes towards using Socrative to support class learning and test achievement. These studies also highlighted the advantages that Socrative proposed to users over other training and testing tools, including enhancing motivation and engagement of the learners in EFL classes.…”

Section: Literature Reviewmentioning

confidence: 99%

“…When students' class assessment is not graded, Yoon (2017) proposed allowing students to hide their names to provide them "with a sense of anonymity and safety in order to promote participation, freedom and creativity in answers, and reduce anxiety about being wrong" (p.55). The participants in the previously discussed studies favored Socrative for class learning and assessment because it enabled anonymous login, immediate feedback, and both individual and group access (Abdulla, 2018;Awedh et al, 2014;Balta et al, 2018;Ohashi, 2015;Yoon, 2017). In addition, a study conducted by Guarascio et al (2017) reported not only positive perceptions of Socrative, but also a preference for using it as an assessment and training tool over another Student Response Systems (SRSs) tool called "TurningPoint.…”

Section: Literature Reviewmentioning

confidence: 99%

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Introducing Socrative as a Tool for Formative Assessment in Saudi EFL Classrooms

Alharbi¹,

Meccawy²

2020

AWEJ

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As one of the most popular Online Student Response Systems (OSRSs), Socrative is defined as a web-based platform that can be accessed using any browser that is connected to the Internet (Mork, 2014). In an attempt to guide EFL teachers on their journey towards transforming their traditional paper-based formative assessment into using electronic tools, this study seeks to present the expectations and attitudes of Saudi female learners towards the use of mobile-based formative assessment. The study aims to investigate the attitudes of EFL learners towards the use of mobilebased tests in English classes using Socrative as a model for assessment. For this purpose, 35 female students completed all three stages of the experiment; initial survey, Socrative quiz, postexperiment survey. The participants are enrolled in one of the courses of English for Specific Purposes (ESP) offered by the Preparatory Year Program at a Saudi state university. The findings of the study indicate that almost half of the participants preferred paper-based over mobile-based tests in the pre-experiment survey; after the experiment, however, the students changed their preferences in favor of mobile-based tests. The study also highlighted different advantages, reported by the participants, of using Socrative as a tool for formative assessment in EFL classrooms. The study recommends that teachers implement the use of (OSRSs) in their classrooms as they have many pedagogical benefits for language learners.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Introducing Socrative as a Tool for Formative Assessment in Saudi EFL Classrooms

Alharbi¹,

Meccawy²

2020

AWEJ

View full text Add to dashboard Cite

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“…The lectures for both classes were all designed and given by the first author. Lectures for both classes involved chalkboard and PPT presentations and student engagement via Socrative response system (Balta, Perera-Rodríguez & Hervás-Gómez, 2018). Students generally worked in groups on the problems, respond via Socrative response systems, and receive some feedback from the lecturer.…”

Section: Participantsmentioning

confidence: 99%

Introductory students’ attitudes and approaches to Physics problem solving: Major, achievement level and gender differences

Balta

Asikainen

2019

J. Technol. Sci. Educ.

Self Cite

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Students’ attitudes and approaches to problem solving are claimed to be related to their ways they learn physics and to their success in solving physics problems. In this study, the Attitudes and Approaches to Problem Solving (AAPS) survey was used to reveal Turkish introductory university students’ attitudes and approaches to physics problem solving. The data were collected from 175 students, in the spring semester of 2015-2016 academic year, from an introductory physics course at a university in the Black See Region of Turkey. The analysis of the data was conducted by grouping the data by major, achievement level, and gender. They are no statistically significant differences between the averages of civil engineering and molecular biology majors or between male and female students. However, we obtained a small sample correlation of 0.22 between students’ attitudes and exam grades that suggests high achievers’ attitudes and approaches to physics problems are more expert-like than the attitudes and approaches of low achievers. Implications for problem solving strategies and directions for further research are discussed.

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“…One method some instructors are using to improve student success rates in STEM courses is online homework systems (OHS) (Balta, Perera-Rodríguez, & Hervás-Gómez, 2017;Fyneweaver, 2008;Liberatore, 2011;Parker & Loudon, 2012;Richards-Babb et al, 2011). In comparison to traditional paper and pen homework, one of the major benefits of OHS for students is the instant feedback these systems provide, increasing the motivation for studying and reviewing the material.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Traditional- and Adaptive-Responsive Online Homework Systems on Student Performance in General Chemistry: Analyzing Extra Credit Participation

2021

JEP

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The positive impact of online homework has been clearly shown in previous literature. Online homework has become especially important in these times as online education grows. The recent development of the adaptiveresponsive homework systems (such as Assessment of Learning in Knowledge Spaces-ALEKS) calls for a comparison of the effectiveness of this new type of system to the traditional-responsive systems (such as Sapling Learning). This study quantitatively compares extra credit scores and final exams and final points between two types of homework systems in a general chemistry course. Results indicate that extra credit completion using ALEKS (the adaptive-responsive system) has a higher correlation with homework performance, final exam performance, and final grade compared to extra credit completion using Sapling (the traditional-responsive system). This relationship difference could be due to a difference in the nature of how extra credit is earned within each system.

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Using socrative as an online homework platform to increase students’ exam scores

Cited by 42 publications

References 39 publications

Introducing Socrative as a Tool for Formative Assessment in Saudi EFL Classrooms

Introducing Socrative as a Tool for Formative Assessment in Saudi EFL Classrooms

Introductory students’ attitudes and approaches to Physics problem solving: Major, achievement level and gender differences

The Impact of Traditional- and Adaptive-Responsive Online Homework Systems on Student Performance in General Chemistry: Analyzing Extra Credit Participation

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