Engaging Students in Remote Settings: Role of Continuous Assessment in Digital Classrooms
DOI:
https://doi.org/10.64229/mwkd0186Keywords:
Continuous Assessment, Student Engagement, Digital Classrooms, Remote Learning, Formative AssessmentAbstract
The COVID-19 pandemic radically transformed education systems worldwide, accelerating the transition from traditional to digital learning environments. This paradigm shift revealed critical challenges in sustaining student engagement, particularly in developing countries like Pakistan where infrastructural, pedagogical, and technological limitations persist. This study investigates the role of continuous assessment in promoting student engagement within remote and digital classrooms, focusing on secondary-level education in Pakistan. Drawing on a mixed methods approach, data were collected from 150 students through structured surveys and 20 teachers via semi-structured interviews. Quantitative findings revealed moderate to high levels of student engagement, with cognitive engagement surpassing emotional engagement. Frequent use of assignments and quizzes was reported, while tools such as real-time feedback and peer assessment were less commonly implemented. A significant positive correlation (r = 0.62, p ¡ 0.01) was found between the frequency of continuous assessment practices and student engagement levels. Qualitative insights highlighted key strategies-including digital quizzes, interactive apps, and consistent feedback-as effective in fostering engagement, though educators cited barriers such as limited digital literacy, unreliable internet access, and insufficient institutional support. The study concludes that continuous assessment is a critical driver of student engagement in digital classrooms, but its success hinges on teacher training, equitable access to technology, and policy-level reforms. These findings offer actionable recommendations for educators, policymakers, and stakeholders seeking to optimize learning outcomes in evolving remote education contexts.
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Copyright (c) 2025 Mr. Daneyal Farid, Mr. Muhammad Aqeel, Prof.Dr. Noor Muhammad (Author)
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