Teaching/Learning Assessment/Evaluation in Technology-Supported Environments
- Khaled Mohammed Ahmed Alqasa , Assistant Professor, Department of Management, College of Business Administration, King Faisal University, AlAhsa 31982, Saudi Arabia, Faculty of Administrative Sciences, University of Aden
- Saman Arshad , School of Economics, University of the Punjab, Lahore, Pakistan
The primary aim of this study is to investigate the intricate dynamics between teaching, learning assessment, and evaluation within technologyenhanced environments within higher education institutions in Saudi Arabia. The study aims to test different ideas about how technology integration (TI), pedagogical strategies (PS), formative assessment methods (FAM), student engagement (SE), teacher experience (TE), and the results of learning (LO) and student satisfaction (SS) are related to each other. The data employed in this study was collected from a heterogeneous sample of educators and students encompassing both public and private universities in Saudi Arabia. The research employed a fundamental random sampling approach, employing survey questionnaires as the primary instrument for data gathering. Two sets of questionnaires were distributed, with the first questionnaire focusing on the subjects of "integrated technology" and "teacher course experience." This particular survey was specifically designed for teachers and instructors. In contrast, the second survey consisted of questions related to pedagogical strategies, assessment techniques, student involvement, student contentment, and educational achievements. This survey was administered to the student population. Both students and teachers were given their own set of 300 questionnaires to fill out. The response rate was 92.7% for students, with 278 completed questionnaires returned, and 61.3% for instructors, with 184 completed questionnaires returned. The analysis of the data was conducted using SPSS version 20. Descriptive statistics and regression analysis were employed to examine the relationships between the variables. The findings of this research provide valuable insights into the intricate correlation between the incorporation of technology, instructional methods, formative evaluation methods, student involvement, teacher proficiency, and their influence on academic achievements and student contentment in educational environments that employ technology. The aforementioned insights possess the capacity to influence educational policies and practices, not solely within the confines of Saudi Arabia but also in various other settings. This influence can aid in the successful implementation of teaching and learning strategies that are effective, particularly within the context of digital advancements.