A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation |
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| Affiliation: | 1. Department of Psychological and Brain Sciences, University of California, Santa Barbara, United States;2. Department of Psychology, California State University San Marcos, United States;3. Social Science and Business Division, Eureka College, United States;1. Department of Experimental Psychology, Ghent University, Henri Dunantlaan 2, B-9000 Ghent, Belgium;2. GIfMI, Ghent Institute for Functional and Metabolic Imaging, Ghent University Hospital, De Pintelaan 185B, B-9000 Ghent, Belgium;3. Psychological Sciences Research Institute, Université Catholique, de Louvain, Place Cardinal Mercier 10, 1348 Louvain-la-Neuve, Belgium;1. Department of Psychology, Nagoya University, Nagoya 464-8601, Japan;2. Japan Society for the Promotion of Science (JSPS), Tokyo 102-8472, Japan;1. Department of Educational Science, University of Bamberg, Feldkirchenstraße 21, 96045 Bamberg, Germany;2. Department of Psychology, Humboldt-Universität zu Berlin;3. Inclusive Education, University of Potsdam |
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| Abstract: | The purpose of the study was to investigate whether the number of formative e-tests taken differed by gender, using students' perceived self-regulation levels as a covariate. The sample was 340 teacher candidates reached through purposeful sampling. The study lasted a semester; students were involved in a blended learning environment where classroom lessons supported by self-regulatory e-tests as a part of an online course management system, called MOODLE. It was possible for students to take 10-item online quizzes and 20-item practice tests as many as they wanted. In the analysis, a factorial ANOVA design was applied. Findings indicated a moderate correlation between the number of formative e-tests taken and the perceived self-regulation levels, indicating higher perceived self-regulation levels as the number of formative e-tests increased. By using perceived self-regulation levels as a covariate, the gender differences in the number of e-tests taken were also investigated. According to finding, gender variable did not explain the differences in the compound variable “the number of formative e-tests”. However, after controlling for the effect of perceived self-regulation, the findings were significant. Hence, we can conclude that self-regulated behavior is independent of students' gender; therefore, e-assessments is a self-regulated, technology-based instructional aid in higher education. |
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| Keywords: | Perceived self-regulation Formative e-assessment E-tests Gender differences |
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