The Effect of E-Portfolio Assessment on Second Year Students’ Mathematics Self-Efficacy, Learning Discipline, And Achievement in Demonstration Normal University, Kunming, Yunnan, China

Abstract

This inquiry interrogates the pedagogic potency of ePortfolio assessment upon the mathematical efficacy belief and learning discipline and academic achievement of second year undergraduates at Demonstration Normal University in Kunming Yunnan China. A quasi experimental pretest posttest control arrangement steered the study. Two hundred and thirty students participated across two intact cohorts. The treatment cohort enrolled 115 learners and the comparison cohort enrolled 115 learners. The treatment cohort undertook ePortfolio mediated assessment across one academic semester. The comparison cohort continued with orthodox paper based assessment. Analysis of covariance enlisted pretest scores as covariates so that preexisting disparities were neutralised. Partial eta squared appraised the magnitude of every effect. The ePortfolio cohort eclipsed the comparison cohort on all three outcomes. The covariate adjusted advantage in efficacy belief reached 0.61 scale points and the advantage in disciplinal regulation reached 0.51 scale points and the advantage in achievement reached 9.05 marks. Every group effect surpassed significance below .001 and every partial eta squared denoted a colossal effect. The evidence affirms that evidentiary self curation potentiates motivational and behavioural and cognitive ascent in tertiary mathematics.