Authors :
Ahmed Sani; Dr. Elsayed Abdelmawla Abou khatwa; Dr. Nour Elhouda Mohammed Fahim
Volume/Issue :
Volume 8 - 2023, Issue 9 - September
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/8uad8awh
DOI :
https://doi.org/10.5281/zenodo.8409372
Abstract :
This research traced the effectiveness of
formative type of peer assessment in developing pre-
service teachers’ mobile learning skills and attitude.
Extended one group with pre-test, post- test experimental
design was adopted as the research plan. A total of thirty
(30) pre- service teachers drawn from different
departments in Isa Kaita College of education Dutsinma
Katsina State Nigeria, undergone a four (4) weeks online
training in Google classroom and whatsApp on mobile
learning skills development. Before and after the training,
a twenty (20) items multiple choice questions mobile
learning skills achievement test and a twenty (20) items
five (5) points likert type rating scale were applied as the
pre- test and post –test. Descriptive statistics of mean,
standard deviation, paired sample t-test at (p≤ 0.05) were
the techniques engaged in the elicited data analysis. The
research outcomes revealed that peer formative
assessment type critically enhanced academic
achievement and positive attitude of pre-service teachers.
Therefore state ministry of education and universal basic
education board may organise a training programme
specifically to equip their staff with necessary skills to
apply the model.
Keywords :
Formative assessment, peer assessment, mobile training skills, attitude.
This research traced the effectiveness of
formative type of peer assessment in developing pre-
service teachers’ mobile learning skills and attitude.
Extended one group with pre-test, post- test experimental
design was adopted as the research plan. A total of thirty
(30) pre- service teachers drawn from different
departments in Isa Kaita College of education Dutsinma
Katsina State Nigeria, undergone a four (4) weeks online
training in Google classroom and whatsApp on mobile
learning skills development. Before and after the training,
a twenty (20) items multiple choice questions mobile
learning skills achievement test and a twenty (20) items
five (5) points likert type rating scale were applied as the
pre- test and post –test. Descriptive statistics of mean,
standard deviation, paired sample t-test at (p≤ 0.05) were
the techniques engaged in the elicited data analysis. The
research outcomes revealed that peer formative
assessment type critically enhanced academic
achievement and positive attitude of pre-service teachers.
Therefore state ministry of education and universal basic
education board may organise a training programme
specifically to equip their staff with necessary skills to
apply the model.
Keywords :
Formative assessment, peer assessment, mobile training skills, attitude.
