Methods of academic evaluation in E-learning and its consequences on academic procrastination

Subject Areas : Virtual Learning

vajiheh karimi ¹ , Nasim Amini Mostafa Abadi ²

1 - Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Payame Noor University, Chaharmahal Bakhtiari, Iran
2 - Educational Sciences, Curriculum Planning, Payame Noor University, Zarrinshahr, Iran

Received: 2021-09-28 Accepted : 2022-03-05 Published : 2022-03-21

Keywords: Academic Procrastination, E-Learning, Academic evaluation,

Abstract :

The aim of this study was to investigate the effect of E-learning evaluation methods on academic procrastination in the second elementary students. The research was Applied research in terms of purpose and quantitative in terms of approach. The statistical population included all 463 students of the second elementary school of Sourshajan city in the academic year 2021-2022. Sample were selected by multi-stage cluster sampling. The data collection tool was Solomon and Rothblum questionnaire (1984). Cronbach's alpha Obtained 0.73. The methods of academic evaluation implemented in accordance with the view of Kolar and Ficher (Kollar & Fischer., 2020) included six methods. Data analysis was performed at both descriptive and inferential levels using analysis of variance and Bonferroni test using Spss23 software. The results showed that: There is a difference between procrastination scores in all electronic evaluation methods. This difference was significant at the 0.05 level for all electronic evaluation methods. Also, the highest difference between the means was between process-oriented evaluations and outcome-oriented evaluations. The highest average of procrastination (74.03) was obtained in relation to the objective test method and the lowest average was obtained in relation to the electronic portfolio method.

References:

Abasi kasani, H., Shamsemorekani, GH., Seraji, F., & Rezaeizadeh, M. (2019). Learners' evaluation tools in e-learning environment. Journal of Technology growth, 61(16), 23-33. (in Persian)

Abdoli, S., & Mohammad hassani, N. (2016). Synthesis research of components, tools and methods used in e-learning evaluation and providing a comprehensive model for e-learning evaluation. Journal of Educational Measurement and Evaluation Studies, 5(9), 153-172. (in Persian)

Abe, TO., & Isanbor, PO. (2021). Philosophical notation of ethics for educational measurement and evaluation. Journal Bisines Ethics, 1(1), 1-9. (in Persian)

Amaechi, C. I., & Ifeyinwa, E. O. (2020). The role of measurement and evaluation in national development. Journal of Integrate Know, 3(1), 173-84. (in Persian)

Ariani, D. W. Susilo, Y. S. (2018). Why do it later? Goal orientation, self-efficacy, test anxiety, on procrastination. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 17, 45–73.

Arkorful, V., Abaidoo, N. (2018). The role of e-learning in higher education. International journal of instructional Technology and Distance Learning, 12(1), 29-42.

Athari, Z. (2019). Investigating the role of self-compassion in academic procrastination through experience avoidance mediation in Yazd University students. [Dissertation]. yazd University. (in Persian)

Azizi, Z., Hosein nejad, H. (2021). Opportunities and Threats of Virtual Learning in the Corona Pandemic Era: A Phenomenological Study, Information and Communication Technology in Educational Sciences, 12(46), 153-173. (in Persian)

Baradaran Haghir, M., & Karamkhani, Z. (2022). Representation of e-learning in student metaphors, Information and Communication Technology in Educational Sciences, 12(46), 49-68. (in Persian)

Bown, W. (2017). Interactive Learning Online at Public Universities: Evidence from Randomized Trials. ITHAK, 22. Eghbalian Nouranizad, P. (2019). Evaluation of e-learning courses based on Addie educational design elements in higher education. [Dissertation]. Payame Noor University of Isfahan. ( in Persian)

Erdianto, A. A. & Dewi, D. K. (2020). Hubungan Antara Efikasi Diri Dengan Prokrastinasi Akademik Pada Siswa Kelas Character: Journal Penelitian Psikologi hubungan, 8(8).

Fisher, M., Hill, A., (2018). Eportfolio adoption and implementation in a multiple campus university environment reflection on opportunities and challenges in learning and teaching at the Australian catholic university. Literacy information and computer education journal, 6(1), 1821.

Hanani, F. ( 2018). Early maladaptive schemas as a cognitive factor and the difficulty of regulating emotion in elementary teachers' job procrastination. [Dissertation]. University of the Ministry of Science and Research. (in Persian) Haryanti, A., & Santoso, R. (2020). Prokrastinasi Akademik Pada Mahasiswa Organisasi. Journal Penelitian Psikologi, 1(1).

Herdian, H. (2021). The Phenomenon of Academic Procrastination in Students during Pandemic. International Journal of Social Science and Human Research, 4(8), 2066-2085.

Jamipour, M., Hosseinzadeh, M., Mohammadbagherzadeh, A., & Taheri, F.( 2017). Developing a new framework for evaluating e-learning systems. integrating BSC and FAHP", Kybernetes, 46(8):1303-1324. (in Persian).

Jannah, M., & Muis, T. (2014). Prokrastinasi akademik (perilaku penundaan akademik) mahasiswa fakultas ilmu pendidikan universitas negeri surabaya. Journal BK Unesa, 4(3).

Joughin, G. (2019). Assessment, Learning and Judgement in Higher Education: A Critical Review in Learning in Higher Education Australia, Springer.

Joukar, S., & Delavarpour, M. (2007). The relationship between educational procrastination and the goals of the development. New educational ideas of Al-Zahra University, 3 (4), 80-61. (in Persian)

Kapour, R. (2020). Evaluation Methods: Ways of Identifying the Learning Abilities and Academic Performance of Students: university of delhi, . [Dissertation], 348.

Kearns, L. R. (2021). Student assment in online learning: challenges and effective practices. Journal of online learning and teaching, 8(3), 198.

Kerollos, F. (2021). prevalence of procrastination and its associated risk factors among academic 5+2 medical students integrated system, ain sham university, Procrastination Research, DOI, 10.13140/RG.2.2.18858.64961

Khoshouei, M. S. (2017). Prediction of Procrastination Considering Job Characteristics and Locus of Control in Nurses, 27(2), 27–35.

Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154–157.

Kollar, I., Fischer, F. (2020). Peer assessment as collaborative learning, cognitive perspective, Learning and Instruction, 20(1), 344-348.

Lv, S., Cao, C. (2018). The Evolution of Mathematics Curriculum and Teaching Materials in Secondary Schools in the Twenty-First Century. In The 21st Century Mathematics Education in China: Berlin Heidelberg, 147-169.

Moradi, A., Kordlo, M. (2019). Phenomenology of ethical bottlenecks in e-learning in iranian virtual higher education, Information and Communication Technology in Educational Sciences, 9(36), 76-61. (in Persian)

Noyes, J., Garland, K., Robbins, L. (2014). Paperbased versus computerbased assessment: is workload another test mode effect? Journal of Educational Technology, 35(1), 111- 113. (in Persian)

Peixoto, E. M., Pallini, A. C., Vallerand, R. J., Rahimi, S., & Silva, M. V. (2021). The role of passion for studies on academic procrastination and mental health during the COVID-19 pandemic. Social Psychology of Education: An International Journal, 1–17. https://doi.org/10.1007/s11218-021-09636-9

Rajab, M. H., Gazal, A. M., Alkattan, K. (2020). Challenges to Online Medical Education During the COVID-19 Pandemic, 12(7). DOI:10.7759/cureus.8966

Ranjbargol, F., & Karami, A. (2015). Evaluation of e-learning, the second national conference on sustainable development in educational sciences and psychology. social and cultural studies. [Dissertation]. (in Persian)

Rezaie, A. M. (2020). Student Academic Assessment: Challenges and Solutions during the Corona: Challenges and solutions. Quarterly of Educational Psychology, 1(56), 179-214. (in Persian)

Seraji, F., & Attaran, M. (2017). E-learning (basics, design, implementation and evaluation). Hamedan: Bu Ali Sina University Press. (in Persian)

Shamel, Sh. (2019). Investigating the relationship between self-esteem and coping styles with students' procrastination. [Dissertation]. Khayyam University. (in Persian)

Solomon, L. J., Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31.

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1).

Turmudi, I., & Suryadi, S. (2021). Manajemen Perilaku Prokrastinasi Akademik Mahasiswa Selama Pembelajaran Daring. Journal Bimbingan Dan Konseling Islam, 10(1), 39–58.

Wadi, M., Abdalla, M., Khalafalla, H., & Taha, M. (2020). The assessment clock: A model to prioritize the principles of the utility of assessment formula in emergency situations, such as the covid-19pandemic: Med Ed Publish.

Wulandari, I., Fatimah, S., & Suherman, M. M. (2021). Gambaran Faktor Penyebab Prokrastinasi Akademik Siswa SmaKelas Xi Sman 1 Batujajar Dimasa Pandemi Covid-19. FOKUS (Kajian Bimbingan & Konseling Dalam Pendidikan), 4(3), 200–212. Yildiz, E. P., Cengel, M., Alkan, A. (2020). Current trends in education technologies research worldwide: Meta-analysis of studies between 2015-2020. World Journal on Educational, 34(3), 1022-1038.

Ziegler, N., Opdenakker, M. C. (2018). The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, selfefficacy, and effort regulation. Learning and Individual Differences, (64), 71-82. (in Persian)