Digital tools used by teachers for assessing learners with Attention-Deficit/Hyperactivity Disorder (ADHD): Implications for career transitioning

Abstract

Research has shown that the use of digital assessment tools enhances learners’ engagement in their learning process outside the school environment. Unfortunately, the use of digital tools is contemptible in low-and-middle income countries. In this study, the researcher examined the digital tools used by teachers for assessing learners with Attention-Deficit/Hyperactivity Disorder (ADHD). The study employs a qualitative, phenomenological approach. Using a purposive sampling procedure, six university teachers from three geographical regions in southern Nigeria participated in the study. The use of digital assessment tools was assessed through a structured interview. The responses of the participants were analysed thematically. The findings identified some of the digital assessment tools used by teachers as well as the associated challenges. Specifically, the study established that Google form, Socrative, and Kahoot form were the digital assessment tools mostly used by the teachers in assessing learners with ADHD. The study also revealed that the major challenges of using these digital tools include lack of device, network glitches, poor power supply and high cost of data. The implications of the study were highlighted and recommendations were made.