Academic Journal
Exploring Student Contentment with Weekly Pedagogical Tool: A Demographic Analysis in Computing
| Τίτλος: | Exploring Student Contentment with Weekly Pedagogical Tool: A Demographic Analysis in Computing |
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| Γλώσσα: | English |
| Συγγραφείς: | Sireesha Prathigadapa (ORCID |
| Πηγή: | Journal of Learning for Development. 2026 13(1):186-197. |
| Διαθεσιμότητα: | Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Sex, Ethnicity, Citizenship, Intellectual Disciplines, Student Satisfaction, College Freshmen, Formative Evaluation, Foreign Countries, Tests, Educational Technology, Computer Assisted Testing, Electronic Learning |
| Γεωγραφικοί όροι: | Malaysia |
| ISSN: | 2311-1550 |
| Περίληψη: | Despite the widespread adoption of digital pedagogical tools in higher education, there is limited empirical evidence regarding how demographic factors influence student perceptions of structured formative assessments in computing education. This study addresses this gap by examining associations between three demographic variables--gender, nationality, and programme of study--and student satisfaction with weekly challenge tests implemented in a computing module. Using a cross-sectional survey design, 198 first-year students at Asia Pacific University completed validated instruments measuring satisfaction with weekly digital assessments. Chi-square analyses revealed no significant associations between satisfaction and either gender (χ² = 8.58, p = 0.073) or nationality (χ² = 6.29, p = 0.178), indicating demographic equity in tool perception. Conversely, the programme of study showed a significant association with satisfaction (χ² = 33.27, p = 0.032), indicating discipline-specific variation in perceived pedagogical value. The findings contribute theoretically by demonstrating that well-designed digital formative assessments can achieve demographic neutrality while requiring programme-sensitive implementation. Practically, results inform inclusive instructional design principles for technology-enabled learning and provide empirical support for context-aware pedagogical strategies. This study advances Sustainable Development Goal 4 by demonstrating the provision of equitable, quality education through data-informed digital pedagogy in computing disciplines. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | EJ1513614 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 2311-1550 |
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