Digital Learning Tools and Assessment Practices of Pre-Service Science Students for the Licensure Examination for Teachers
Year: 2026
Type: conference-paper
Study design: Observational Study
Abstract: This study examined the extent to which digital learning tools and online resources influence the assessment practices of Bachelor of Secondary Education (BSEd) Science students preparing for the Licensure Examination for Teachers (LET). Specifically, the study investigated the level of technology usability, the level of technology-supported assessment practices, and the statistical relationship between these variables. A descriptive-correlational research design was employed involving 89 purposively selected third-year BSEd Science students from Caraga State University. Descriptive statistics including frequency, percentage, and weighted mean were used to determine levels of usability and assessment practices, while Spearman's rank correlation coefficient$(\rho)$was applied to examine the relationship between the variables at a significance level of$\boldsymbol{\alpha}=\mathbf{0. 0 5}$using SPSS version 26. Results revealed a high level of usability of digital learning tools and online resources$(\mathbf{M}=\mathbf{3. 7 0}, \mathbf{S D}=\mathbf{1. 1 5})$and a high level of technology-supported assessment practices$(\mathbf{M}=\mathbf{3. 3 2}$,$\mathbf{S D} \boldsymbol{=} \mathbf{1. 0 9} \boldsymbol{)}$. Correlation analysis demonstrated a very strong positive relationship between technology usability and student assessment practices$(\rho=0.814, p<.001)$. These findings indicate that higher usability of digital tools significantly enhances students' engagement in self-assessment, feedback utilization, and structured review activities for LET preparation. The study concludes that effective integration of digital technologies strengthens assessment literacy and contributes to improved readiness for professional licensure examinations.
Institution: Caraga State University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7202296283