Impact of EDpuzzle Use on the Assessment and Measurement Course Achievement

Abstract

This study investigated the impact of a Web 2.0 tool that enables technology-enhanced assessment in an undergraduate-level course on academic achievement. The study was designed as exploratory research and employed pre- and post-test control group design approach. The experimental group watched instructional videos before classes while the control group received in-class lectures. Two achievement tests were conducted for both groups at the beginning and end of the course. In addition, a total of five quizzes were conducted throughout the semester. The performance task that was assigned to the groups was evaluated using a rubric. The results indicated that the Web 2.0 integrated into the experimental group’s courses increased their academic achievement. Yet, there was not a substantial difference between groups on the performance task. Log record data indicated that there was a significant relationship between the duration of watching instructional videos on Edpuzzle and academic achievement.