Abstract:

The purpose of this study was to explore the tablet-based assessment of memory of children from the Raymond Mhlaba Municipality. The intention was to gather data that could provide valuable information of memory through tablet-based assessment. The study was necessitated by the dearth of literature on tablet-based psychological assessment and its development particularly for the IsiXhosa speaking rural children from the Raymond Mhlaba Municipality District. The ecological systems model and cognitive development theory were the theoretical frameworks that guided the study. The study adopted mixed method research and the secondary data was used as it was extracted from the bigger project. The sample comprised of 63 children between the ages of four and five years speaking IsiXhosa. These children were selected from the sample of 120 children studied for the bigger project. For qualitative data thematic analysis was done, while for quantitative data, descriptive statistics, cross tabulation and Chi-Square analysis were done. The results of the study showed that, children performed differently in the digital items, where some passed the items while others failed. In addition, when four and five year olds were compared on how they performed it was evident that five year olds passed the tablet-based items. The study recommends an integration of memory items to the tabled-based assessments that are applicable to children from rural areas. In addition, children need to be encouraged to use digital devices and ensure that parents / guardians refrain from allowing children to use devices unsupervised.

Keywords:

Cognitive development, Digital device, Digital item, Incidental memory, Memory, Supervision, Tablet-based assessment, Visual memory.