A Comparison Between Moodle, Facebook, and Paper-based Assessment Tools: Students’ Perception of Preference and Effect on Performance
DOI:
https://doi.org/10.3991/ijet.v13i05.8091Keywords:
Moodle, Facebook, ICT, student performanceAbstract
Literature abounds with research on the benefits of technology and its effect on students’ performance and satisfaction. The use of Learning Management Systems (LMS) such as blackboard, eCollege, Moodle and others are being used throughout the educational sector. Some even incorporate such technology to measure teaching effectiveness and student performance. Furthermore, social websites, like Facebook.com, have become so popular that 85 to 99% of college students use it in one form or another (Hargittai, 2007; Jones & Fox, 2009; Matney & Borland, 2009). This research explores the students’ perspective on how the effectiveness of tools such as Moodle and Facebook.com as well as paper based learning (traditional learning) on their performance. The paper also looks at different factors, such as gender, major type and age to try to shed light on the preferred tool among students to use for education. When it comes to students’ tool preference based on age and gender, we found no significant difference but when looking at students’ majors and time spent in university, we found that Moodle was rated the top, followed by paper-based learning, then Facebook. When viewing students’ perception on effect of these tools on performance, we found no statistical significant difference by age or time spent in the university but did find a significant difference among different genders; where male students showed greater satisfaction than did female students, and statistical significant different among majors.
Downloads
Published
How to Cite
Issue
Section
License
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.