Psychology of Learning Relating to Assessment using Technology in Schools: A Prognostic Discourse

Kazeem Olaiya Fabunmi; Onasanya Adenubi Samuel

doi:10.17509/pdgia.v21i2.60755

Psychology of Learning Relating to Assessment using Technology in Schools: A Prognostic Discourse

Kazeem Olaiya Fabunmi, Onasanya Adenubi Samuel

Abstract

The psychology of learning as it relates to the use of technology in schools for assessment purposes, is the focus of this study. The concept under investigation was examined using a descriptive survey research design type in the Abuja metropolis of Nigeria. The objective was to examine the impact of technology-based assessments on students' attitudes, motivation and learning outcomes. A researcher-designed questionnaire was used to collect data for this study. The questionnaire was both face and content validated by three lecturers from the Department of Educational Technology of the National Open University of Nigeria. The data was analyzed using descriptive statistical tools (frequency and percentages) after it had been carefully cleaned and coded. The study's findings revealed that technology-based assessments positively impact students' learning outcomes and provided more accurate and timely feedback to teachers and students. Also, it was discovered that the use of technology in assessments would be efficient in enhancing students’ engagement and motivation. It was also revealed that teachers’ attitude towards technology has a great impact on their instructional practices. This research contributes to understanding the psychology of learning in the context of technology-based assessments in schools, highlighting the benefits and challenges associated with their use.

Keywords

Learners Motivation, Psychology of Learning, Technology-Based Assessment.

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DOI: https://doi.org/10.17509/pdgia.v21i2.60755