نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه تکنولوژی آموزشی دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبائی
2 کارشناسی ارشد، دانشگاه آزاد اسلامی، تایباد، ایران.
کلیدواژهها
عنوان مقاله English
نویسندگان English
This study investigated the effect of electronic portfolio–based assessment on the academic achievement and motivation of third-grade elementary school students. A quasi-experimental design with a pretest–posttest control group was employed. The statistical population comprised male third-grade students in Nasrabad during the 2022–2023 academic year. Using cluster random sampling, one elementary school was selected, and 40 students were randomly assigned to an experimental group (n = 20) and a control group (n = 20). Data were collected using Carter’s Academic Motivation Questionnaire and students’ academic achievement scores derived from classroom assessments. The experimental group received electronic portfolio–based assessment in the science course through the Sanoop software over a 10-week period, whereas the control group experienced conventional instructional and assessment practices. Data were analyzed using analysis of covariance (ANCOVA) in SPSS version 22. The findings revealed that electronic portfolio–based assessment had a statistically significant effect on academic achievement (F (1, 38) = 13.23, p < .05, η² = .269) and motivation (F (1, 38) = 43.18, p < .05, η² = .545). These results suggest that implementing electronic portfolios as a formative and descriptive assessment approach can enhance students’ academic performance and strengthen their academic motivation.
کلیدواژهها English
