Adaptability and Perception on Mandatory Synchronous Online Exam Practice Classes and Formative Assessments for Middle School Students in Sri Lanka

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Commonwealth of Learning (COL)

PCF10 Sub-theme: Building Resilience // Adversities of the Covid-19 pandemic have vastly impacted school education, forcing students to adhere to the online mode. Numerous research was conducted during the pandemic (Fields & Hartnett, 2020; Grewenig et al., 2021; Lennox et al., 2021; UNESCO, 2020; Arora & Srinivasan, 2020), whereas there is a need to research on the Sri Lankan school education sector too. Hence, this study was conducted to investigate the adaptability to online learning and assessments for English language tests. This mixed-method, exploratory research used a convenience sample (n=100) of students aged 11 to 15. WhatsApp was used as a communication tool, while Zoom-based instructions and Google form-based formative assessments were administered in the online learning environment (OLE). // Furthermore, Google form-based questionnaires, observations, and interviews with both students and teachers were used for data collection. Results revealed that even with some infrastructure and digital literacy issues, the online platform was convenient to practice for their tests, and the participation was high. However, extremely slow internet connections during peak hours hindered the quality of the delivery, and a few disadvantaged students were not affordable to have a dedicated device for their online sessions as they had to share with siblings. Furthermore, the need to improve some teachers' and students' basic mobile and computer literacy was observed. Limitations such as teachers’ knowledge about the technology, tools, and ethics of working with the online pedagogy were observed and needed further research. // Paper ID 1234

Online Learning,Secondary Education,Assessment,Digital Literacy
Sri Lanka