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Online Quizzes as a Teaching and Learning Tool: Perceptions of Bioscience Students
The COVID-19 pandemic has caused a major change in the delivery of knowledge and assessment practice worldwide and currently, a web-based formative online assessment has become the key feature in the teaching/learning process. This form of assessment arose due to the limitations of paper-based formative assessments in terms of delayed and inadequate feedback. Although online formative assessments have a sound theoretical basis in higher education settings, data to establish their educational benefits are still lacking. Thus, this study was conducted to identify biomedical students’ perceptions on the significance of online quizzes towards enhancing their understanding of the subject taught. The researchers developed a suitable questionnaire based on the Technology Acceptance Model (TAM) using Likert scale-type questions to capture the perceptions of Biomedical Science degree students on the use of online quizzes. The quantitative data was then analyzed using SPSS version 23.). The findings from the research shows clear evidence that the respondents’ have an overall positive view on the perceived usefulness of the use of online quizzes with responses ranging from 58.8% to 90.2%. The findings on perceived challenges were enlightening as the respondents’ highlighted those technical difficulties and accessibility to hardware and software were among the challenges faced most. The researchers are assured that online quizzes are perceived positively by the respondents’ and it is advocated that they are used more extensively in the teaching and learning at institutions of higher education.
online quizzes, teaching and learning, formative assessment, biomedical sciences, perceptions, Technology Acceptance Model (TAM)
Citation: Malarvili Ramachandiran, Saroja Dhanapal and Nadhratul Wardah Salman (2023). Online Quizzes as a Teaching and Learning Tool: Perceptions of Bioscience Students. Horizon J. Hum. Soc. Sci. Res. 5 (1), 139–150. https://doi.org/10.37534/bp.jhssr.2023.v5.n1.id1161.p139
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