A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation

Basol G., Balgalmis E.

COMPUTERS IN HUMAN BEHAVIOR, vol.58, pp.388-397, 2016 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 58
  • Publication Date: 2016
  • Doi Number: 10.1016/j.chb.2016.01.010
  • Page Numbers: pp.388-397


The purpose of the study was to investigate whether the number of formative e-tests taken differed by gender, using students' perceived self-regulation levels as a covariate. The sample was 340 teacher candidates reached through purposeful sampling. The study lasted a semester; students were involved in a blended learning environment where classroom lessons supported by self-regulatory e-tests as a part of an online course management system, called MOODLE. It was possible for students to take 10-item online quizzes and 20-item practice tests as many as they wanted. In the analysis, a factorial ANOVA design was applied. Findings indicated a moderate correlation between the number of formative e-tests taken and the perceived self-regulation levels, indicating higher perceived self-regulation levels as the number of formative e-tests increased. By using perceived self-regulation levels as a covariate, the gender differences in the number of e-tests taken were also investigated. According to finding, gender variable did not explain the differences in the compound variable "the number of formative e-tests". However, after controlling for the effect of perceived self-regulation, the findings were significant. Hence, we can conclude that self-regulated behavior is independent of students' gender; therefore, e-assessments is a self-regulated, technology-based instructional aid in higher education. (C) 2016 Elsevier Ltd. All rights reserved.