Behavior Response and Competence of Economics Students Towards Computer-Aided Assessment Tool and Strategy
Year: 2025
Type: article
Abstract: The study addresses the growing integration of technology in education, specifically focusing on how computer-aided assessment (CAA) tools and strategies impact students in Economics subject. As digital learning tools become more prominent, it is crucial to understand how students respond behaviorally to such interventions and whether these tools effectively enhance their academic competence. This study aimed to determine the influence of Computer-aided Assessment (CAA) on students’ competence in Economics to contribute to the improvement of the academic performance of students and their ability to adapt to modern educational technologies. Specifically, this sought to investigate the the level of learners’ response towards the computer-aided Assessment (CAA) tool in terms of acceptability, quality, and interest; Level of learners’ competence in terms of pre-test and post-test; The behavior response of the learners significantly influences their post-test scores; and the significant difference in the pre-test and post-test scores. This research utilized a quantitative descriptive research approach to explore the behavior response and competence of Grade 9 students towards a computer-aided assessment tool and strategy. The tool used in this research was validated by five (5) professionals in the field. It has been conducted within San Pablo National High School, Brgy. San Pablo, Tacurong City. There was a total of eighty-six (87) identified participants of the study which was composed of grade nine (9) students. The findings of this study reveal that students had a positive response towards the computer-aided assessment (CAA) tool, particularly in terms of its acceptability, quality, and ability to generate interest. However, the study also found that these factors—acceptability, quality, and interest—do not reliably predict student performance on the post-test. Future research could explore additional factors or refine the study design to better capture these relationships. Importantly, the study showed a statistically significant improvement in post-test scores, indicating that the CAA intervention effectively enhanced student performance. This positive outcome underscores the intervention's potential as a valuable tool for improving targeted skills or knowledge areas, supporting its broader application in similar contexts.
Author: Bianca P. De Luna
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4410218418