Abstract

Many educators in the field are looking for ways to grade their students. Many of our youth can learn new concepts and attain academic growth but have difficulties in the traditional lecture-based classroom. Digital portfolio incorporation in our secondary classrooms may be a solution to engaging learners through various interactions using online learning tools, interaction with peers, and their teachers. This exploratory study investigated the current value of digital portfolios in improving academic performance in today’s classroom. Much of the trend was popular ten years ago. The research explored how current educators in the secondary school setting feel about the incorporation of digital portfolios, and if the learning tool effectively prepares their students’ subject understanding prior to an assessment. Data were collected using a research survey that obtained the responses of teachers who volunteered to be a part of this study. Three main questions were directed to educators by this study. Do e-portfolios affect student academic performance? Does the tool improve student subject-matter efficacy? Third, do technical skills have an impact on academic performance and curriculum pacing while using e-portfolios? The collected data had mixed results, with many responses to the survey questions produced data that were inconclusive regarding the effectiveness of digital portfolios. Although the study did not provide enough evidence of digital portfolios as a tool that greatly improves test scores in classes, it is sufficient to say that there is a positive direction from the scores analyzed in the one-month data-collection.

Library of Congress Subject Headings

Electronic portfolios in education; Academic achievement; Education, Secondary

Date of Award

2023

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Leo Mallette

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