Impact of digital formative evaluation tools on BSED English students

Angen Fabro May

doi:10.46223/HCMCOUJS.soci.en.16.4.3435.2026

Abstract

This study assessed the effectiveness and acceptability of digital formative assessment tools among Bachelor of Secondary Education majors in English students during the second semester of 2023 - 2024. A descriptive survey questionnaire was employed to gather necessary data and information on the effectiveness and acceptability levels of the digital assessment tools used. Facebook was identified as the most popular social media platform among students, and smartphones, particularly those with the Android operating system were the only devices accessible to the BSED English students. Most respondents rated Google Forms as effective in function, features, reliability, and security. The relationship between the effectiveness and acceptability of the digital assessment tools was analyzed using Pearson’s r coefficient to determine if a significant correlation exists. The overall relationship between the two variables was significant (r = 0.75, p = 0.01). However, based on pairwise correlation of indicators, the dimension of Google Forms did not significantly correlate with the overall level of effectiveness (r = 0.103, p > 0.01).

Keywords

digital tools; Google forms; Kahoot; online assessment; Quizziz; student engagement

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References

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DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.16.4.3435.2026

16(4)2026 (IN PRESS)

Impact of digital formative evaluation tools on BSED English students

Abstract

Keywords

Full Text:

References