Classroom response system, academic achievement and attitude towards formative assessment of high school chemistry students

Classroom response system, academic achievement and attitude towards formative assessment of high school chemistry students

This study used a quasi-experimental design to determine the effect of classroom response system (CRS) on the academic achievement and attitude towards formative assessment of high school chemistry students. CRS is a formative assessment platform that allows students to key in individual answers on...

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Bibliographic Details
Main Author: TIZON, MONIQUE ANNE
Format: text
Published: Archīum Ateneo 2018
Subjects:
Chemistry > Study and teaching (Secondary)
Computer-assisted instruction
Students > Attitudes
Educational tests and measurements
Academic achievement
Effective teaching.
Online Access:https://archium.ateneo.edu/theses-dissertations/223
http://rizalls.lib.admu.edu.ph/#section=resource&resourceid=1535206703&currentIndex=0&view=fullDetailsDetailsTab
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Institution: Ateneo De Manila University

Internet

https://archium.ateneo.edu/theses-dissertations/223
http://rizalls.lib.admu.edu.ph/#section=resource&resourceid=1535206703&currentIndex=0&view=fullDetailsDetailsTab

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