Abstract:

Technology plays an important role in the classroom as unavoidable tools supposed to help teachers in developing their activities. By Technology we refer to the capabilities, given by the practical application of knowledge, in carrying out their subjects a) more efficiently, b) more precisely and c) more thoroughly. In this work, I analyze students’ acceptance for the “audio correction” tools in evaluating their works. In this line, this correction tool has been compared to a) the “traditional” correction method of printed document and c) the “change control” tool of text processor (word). A structured questionnaire was designed and answered by 57 students of the agricultural technical engineering career using the web 2.0 application of “Google Form”. The Analytical Hierarchy Process (AHP) has been used to assess students’ relative preference for the above-mentioned three correction tools. We used a pair wise comparison approach where first students have to indicate which of the two correction tools prefers. Then a nine point scale is used to measure the strength of this preference by means of verbal judgments using a 9 point scale. Results show a high preference toward the “audio” correction obtaining a 42.02% of relative preference, followed by the “change control” tool with 33.02% and the traditional printed document by 24.95%. To complement our research, “technical difficulty” that face student in using the audio correction tool have been analyzed by a Logit model. Results show that male and students with low average qualification are prone to face difficulties in using this technology.

Keywords:

Corrections tools, web 2.0, Analytical Hierarchy Process (AHP).