ASSESSING THE ROLE OF KAHOOT IN ENGLISH ACCESS CLASSES: A RESEARCH INQUIRY INTO STUDENT ENGAGEMENT
Abstract
This study investigates the effectiveness of Kahoot as a tool to enhance student engagement within English Access classes. The core objectives are to assess the influence of Kahoot on student participation and scrutinize student perceptions concerning its utilization in Access classes. A total of twenty-four Access students from the University of Education Lahore, Faisalabad Campus, actively participated in this research initiative. The primary instrument for data collection was a questionnaire survey. The findings underscore the positive impact of integrating Kahoot into Access classes, particularly noting its advantageous effect on students' active involvement in the learning process. The study suggests that the incorporation of Kahoot not only enhances students' participation but also contributes to a deeper understanding of the English language learning process. Moreover, it recommends considering a larger sample size to further strengthen the study's implications.
Keywords
Kahoot, Student Engagement, Access ClassesHow to Cite
References
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Portela, F. (2020). Techteach—an innovative method to increase the students engagement at classrooms. Information, 11(10), 1- 31.Available at: https://doi.org/10.3390/info11100483.
Shorten, A., & Smith, J. (2017). Mixed methods research: Expanding the evidence base. Evidence-Based Nursing, 20(3), 74- 75.Available at: https://doi.org/10.1136/eb-2017-102699.
Tapia-Nunez, S. (2021). The effect of problem-based learning and game-based learning on student achievement and student engagement (Order No. 28321294). ProQuest Dissertations & Theses Global. (2519024765).
Cameron, K. E., & Bizo, L. A. (2019). Use of the game-based learning platform KAHOOT! to facilitate learner engagement in Animal Science students. Research in Learning Technology, 27, 1-14.Available at: https://doi.org/10.25304/rlt.v27.2225.
Channel News Asia. (2021). Home-based learning for new school term in Malaysia: Education minister. Retrieved from: https://www.channelnewsasia.com/asia/malaysia-covid19-schools-home-based-teaching-learning-june-radzi- 1836656.
Chapman, J. R., & Rich, P. J. (2018). Does educational gamification improve students’ motivation? If so, which game elements work best? Journal of Education for Business, 93(7), 315-322.Available at: https://doi.org/10.1080/08832323.2018.1490687.
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 1-36.Available at: https://doi.org/10.1186/s41239-017-0042-5.
Felszeghy, S., Pasonen-Seppänen, S., Koskela, A., Nieminen, P., Härkönen, K., Paldanius, K., . . . Lundin, M. (2019). Using online game-based platforms to improve student performance and engagement in histology teaching. BMC Medical Education, 19(1), 1-11.Available at: https://doi.org/10.1186/s12909-019-1701-0.
Green, W. C. (2020). A phenomenological study: Exploring chinese junior high school students’ lived experiences and perceptions of using game-based technology to learn english in an english as foreign language classroom in shanghai, china (EFL-C) (Order No. 27742492). ProQuest Dissertations & Theses Global. (2389670101).
Hasram, S., Nasir, M. K. M., Mohamad, M., Daud, M. Y., Abd Rahman, M. J., & Mohammad, W. M. R. W. (2021). The effects of Kahoot online games (Wow) on english language vocabulary learning among year 5 pupils. Theory and Practice in Language Studies, 11(9), 1059-1066.Available at: https://doi.org/10.17507/tpls.1109.11.
Nasution, A. K., Surbakti, A. H., Zakaria, R., Wahyuningsih, S. K., & Daulay, L. A. (2021). Face to face learning vs blended learning vs online learning (Student perception of learning). Journal of Physics: Conference Series, 1783(1), 012112.Available at: https://doi.org/10.1088/1742-6596/1783/1/012112.
Portela, F. (2020). Techteach—an innovative method to increase the students engagement at classrooms. Information, 11(10), 1- 31.Available at: https://doi.org/10.3390/info11100483.
Shorten, A., & Smith, J. (2017). Mixed methods research: Expanding the evidence base. Evidence-Based Nursing, 20(3), 74- 75.Available at: https://doi.org/10.1136/eb-2017-102699.
Tapia-Nunez, S. (2021). The effect of problem-based learning and game-based learning on student achievement and student engagement (Order No. 28321294). ProQuest Dissertations & Theses Global. (2519024765).
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Copyright (c) 2024 Anam Ikhtiar, Umar Riaz, Aber Nasia, Muhammad Taimoor Naseer Awan, Muhammad Haseeb Nawaz
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