Graeme Wells

Technological Education

Cumbernauld Academy

  • Digital Learning: Pupil Engagement

What happens to assignment submission numbers when a digital quiz is used as a tool for engagement?

Rationale

In January 2021 Scotland made the change from face-to-face teaching and learning to remote learning for a second time within a year due to the pandemic following an initial period of digital learning from March-June 2020. Studies within the initial period showed while teachers were in regular contact with 60% of pupils, only 42% of pupils returned their last piece of work (Lucas, et al., 2020). This has improved in the current period of remote learning as 40% of secondary teachers said over three quarters had returned work compared to 21% last March (Montacute & Cullinane, 2021). Thus, there was a clear difference between engagement with lessons and teachers and submissions of assignment.

The attainment gap has also been affected in this time, with 33% of teachers of the opinion that covid-related disruption will substantially increase the attainment gap (Montacute & Cullinane, 2021). Improving assignment submission numbers will allow for more opportunity for assessment, a key driver in the National Improvement plan (Scottish Governement, 2019) and feedback, which has a high impact on improving attainment (Education Endowment Foundation , 2018).

An online quiz, specifically the Kahoot platform, was chosen to encourage engagement as it “c
pupils are familiar with the platform and allows asynchronous participation, both of which reduce barriers to participation.

Aims

The aim of this inquiry was to introduce an online quiz to digital lessons to engage pupils to complete and submit assignments issued during the lesson. The enquiry focused on the volume of assignments submitted by those present in the lesson, not the quality of the work submitted.

Download Practitioner Enquiry