# A Framework for Mobile-Assisted Formative Assessment to Promote Students' Self-Determination
## 3 Results  
Data analysis includes computation of one-way ANCOVA procedures in order to analyze the data collected from the pre- and post-questionnaires about the perceived levels of motivation. SPSS 22.0 was used for the data analysis. To test the differences between the two groups after the learning procedure, one-way analysis of covariance (ANCOVA) was conducted. Pre-questionnaire scores for autonomy, competence, and relatedness were used as covariates, in order to remove possible effects of pre-existing individual differences among students and the post-test scores as the dependent variables. Before proceeding to ANCOVA tests, the assumptions of normality of distribution and the homogeneity of regression were confirmed (\(F=1.09\), \(p>0.05\) for autonomy, \(F=0.33\), \(p>0.05\) for competence, and \(F=2.80\), \(p>0.05\) for relatedness). The results for the perceived levels of autonomy, when adjusted for the covariate, revealed a significant difference after the intervention between the two groups (\(F=12.43\), \(p<0.001\)), as Table 2 shows. The adjusted mean for the experimental group (5.05) was significantly higher than that of the control group (4.21). The significantly better score of the experimental group than that of the control group indicates that the use of mobile technologies in the proposed assessment for learning framework benefits the students in enhancing their perceived levels of relatedness. The results for the perceived levels of competence, when adjusted for the covariate, revealed a significant difference after the intervention between the two groups (\(F=10.18\), \(p<0.01\)), as Table 2 shows. The adjusted mean for the experimental group (4.99) was significantly higher than that of the control group (4.59). The significantly better score of the experimental group than that of the control group indicates that the use of mobile technologies in the proposed assessment for learning framework benefits the students in enhancing their perceived levels of competence. \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline
**Variable** & **Group** & \(N\) & **Mean** & **SD** & \
\begin{tabular}{c} **Adjusted** \\ **Mean** \\ \end{tabular} &
\begin{tabular}{c} **Std.** \\ **Error** \\ \end{tabular} & \(F\) **Value** \\ \hline Autonomy & Control & 25 & 4.23 & 0.89 & 4.21 & 0.17 & 12.43 *** \\  & Experimental & 26 & 5.04 & 0.91 & 5.05 & 0.16 & \\ Competence & Control & 25 & 4.58 & 0.96 & 4.59 & 0.09 & 10.18 ** \\  & Experimental & 26 & 4.99 & 1.05 & 4.99 & 0.08 & \\ Relatedness & Control & 25 & 3.22 & 0.83 & 3.29 & 0.06 & 14.03 *** \\  & Experimental & 26 & 3.69 & 1.17 & 3.63 & 0.06 & \\ \hline \hline \end{tabular}  
* **\(p<0.001\), ** \(p<0.01\).  
\end{table} 
Table 2: ANCOVA of the post-test results for perceived autonomy. Figure 7: Students participating in the formative assessment activities. The mobile-based formative assessment tasks have a significant positive impact on student perceived levels of autonomy, competence, and relatedness, enhancing their intrinsic motivation levels. The effect sizes of the ANCOVA results (n2) were found to be relatively small (0.21 for the perceived autonomy, 0.17 for the perceived competence, and 0.23 for the perceived relatedness) [68]. The post-test adjusted mean values for perceived autonomy, competence, and relatedness for both the control and experimental group were all above the average (in the 7-point Likert scale). The proposed assessment for learning framework supported students' perceived levels of autonomy, competence, and relatedness as Figure 8 shows. Informal interviews with the students further supported the quantitative data. Students in the experimental group indicated that they enjoyed the situated assessment activities using the QR-codes to navigate through the assessment tasks and they also stated that \"mobile devices helped them to keep themselves interested and motivated providing them with a sense of freedom\".