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EFL Secondary Students’ Attitude Towards Quizizz as a Game-Based Assessment and Learning Tool with Differentiated Instruction (An Explanatory Sequential Mixed-Method Research)
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This study investigates EFL students' attitudes towards Quizizz as an assessment and learning tool, specifically focusing on differentiated instruction. It involves 72 Al-Izzah Junior and Senior High School participants and utilizes a sequential explanatory mixed-method survey. The survey includes quantitative data collection through a 5-point Likert scale questionnaire and qualitative data collection through ten constructed questions. The findings of quantitative data indicate that majority of participants has a good response regarding the use of Quizizz with a score range 3,25 to 4,22 and had an average 3,87 from all the five dimensions, motivation, attitude, cognitive development, game interface, and expectation. The overall result reveal that EFL secondary students have positive perceptions of Quizizz as a game-based assessment and learning tool. They acknowledge its benefits and challenges, and they have experienced differentiated instruction in conjunction with Quizizz. This study addresses a research gap by exploring the potential benefits and challenges of using Quizizz for differentiated instruction. Understanding how Quizizz can support differentiated instruction is crucial for educators aiming to provide tailored and inclusive learning experiences. By filling this gap, the study highlights the effectiveness of Quizizz in facilitating differentiated instruction and offers insights on leveraging its potential to meet individual learners' needs, promote engagement, and enhance language proficiency. The findings inform educators and developers on maximizing Quizizz's educational potential, improving student outcomes, and creating a more inclusive learning environment.
Latifah Purwanti - Personal Name
TESIS TBI 001
421
Text
English
2023
serang
xvi + 180 hlm.: 18 x 25 cm
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