Identifying factors that affect students' acceptance of web-based assessment tools within the context of higher education

Alkış, Nurcan
The main aim of this thesis study is to identify the factors that affect higher education students’ perceptions of computerized assessment for learning. This study additionally aims to help effective use of computers in assessment activities by guiding the teachers or educational organization by interpreting the factors that affect students’ attitudes toward computer use in examinations. Quantitative research design has been used in this study. When choosing the participants, nonprobability sampling strategy was used due to its convenience. A total number 332 student of Middle East Technical University participated in the study. The data has been analyzed via Confirmatory Factor Analysis and interpreted by Structural Equation Modeling. The data loaded under 5 constructs: Perceived Ease of Use, Perceived Usefulness, Intention, Computer Attitude and Anxiety. By identifying the relations between these constructs, a structural model was created to determine the intention of students’ towards computerized assessment. The findings of this study have revealed that “perceived usefulness” is the most important determinant in students’ willingness to use computerized assessment. Additionally, if students have anxiety resulted from computer use, this affect their easiness perceptions negatively. Computer attitude is another factor that affects students’ perceptions of easiness and their anxiety. Finally it is concluded that students’ computer attitudes and anxiety affect their behaviors toward computerized assessment.


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Citation Formats
N. Alkış, “Identifying factors that affect students’ acceptance of web-based assessment tools within the context of higher education,” M.S. - Master of Science, Middle East Technical University, 2010.