Paper Title
Formative Assessment using Mobile Technology for Intellectual and Emotional Engagement of Students in Learning ‘Measurement Systems’
Abstract
The purposes of this study were (1) to measure the correlation between students’ formative assessments scores
using mobile technology (Kahoot!) and the students’ achievement scores, and (2) to assess students’ perception on reduction
of anxiety in learning through formative assessment using the mobile technology. The participants were 16 first year
chemistry students in Chemistry Program at Faculty of Science and Technology, SuanSunandhaRajabhat University. The
researchers provided activity sheet to develop students’ mathematical concepts in ‘Measurement Systems’ and created the
mobile technology (Kahoot!) for formative assessment in two topics: ‘Scientific Notation’ and ‘Metric Prefixes’ to raise the
level of students’ achievement. The results demonstrated that the effect of formative assessment using mobile technology
(Kahoot!) as intellectual engagement contributed positive correlation on students’ achievement or learning, r = .677 and p =
.004. In addition, this study points to the effective pedagogy in creating mobile technology worthwhile for reducing
mathematics anxiety as emotional engagement in learning mathematics for science students.
Index terms - Formative assessment, Mobile technology (Kahoot!), Engagement in learning mathematics, Anxiety in
learning mathematics, Measurement systems