International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923 – Vol  17 No  14 (2023) Paper—The Effect of Using Electronic Assessment Based on Mobile-Installed Programs to Measure… The Effect of Using Electronic Assessment Based on Mobile-Installed Programs to Measure Students' Tolerance and Discipline Characteristics on Jordanian Teachers https://doi.org/10.3991/ijim.v17i14.40055 Khaled Ahmed Aqeel Alzoubi Department of Basic Science Support, Faculty of Science, Hashemite University, Zarqa, Jordan khaledaa@hu.edu.jo Abstract—With the entry of technology into all fields, technology has created a new concept: electronic evaluation, which works continuously during elec- tronic educational situations and diagnoses and discovers the strengths and weak- nesses of the student electronically. Given the importance of this type of assess- ment, the study aimed to explore the response of teachers in Jordan to electronic assessment based on the programs installed on mobile devices with the student's personality, discipline and endurance. This data set was collected monthly during The academic year 2023 in three schools in Amman, Jordan, for 110 students in the ninth, tenth and first grades of secondary school. Data were collected through the Tukey HSD questionnaire, and the quantitative data were analyzed using the 'one-way ANOVA' method. In contrast, the qualitative data were processed using the Miles and Huberman technique. The results of the study showed that the re- sponse to the use of electronic assessment based on the programs installed on the mobile phone among teachers was outstanding and positively affected students' discipline and tolerance. Keywords—e-assessment, students' personality, tolerance, discipline 1 Introduction The world is showing great interest in e-learning, especially in recent years, due to the health disasters that the earth has gone through, which forced the world to switch to distance learning and the use of technology in learning [61; 62]. Among the world's countries, Jordan was one of the first countries to use e-learning and the electronic cal- endar to find out the impact of this on the students and their personalities. This study came to study the electronic calendar in Jordan. This study presented a set of data, in- cluding information about the response of teachers in Jordan to the electronic assess- ment based on the programs installed on mobile devices on the student's personality, discipline and tolerance. In the first semester of the academic year 2023, in three 4 https://www.i-jim.org https://doi.org/10.3991/ijim.v17i14.40055 mailto:khaledaa@hu.edu.jo Paper—The Effect of Using Electronic Assessment Based on Mobile-Installed Programs to Measure… schools in Amman, 110 students in the upper grades, ninth and tenth grades and sec- ondary ones are Standing on the strengths and weaknesses in applying this calendar electronically. 2 Related work 2.1 Electronic assessment An electronic assessment provides knowledge and development for a deeper un-dis- tending of students' sub-skills by collecting and discussing information from multiple sources [59; 60]. It is based on the use of digital technology for evaluation to make evaluation more efficient [31]. Studies [18; 19; 20] emphasized the positivity of elec- tronic assessment in terms of student achievement and the development of their cogni- tive levels, and both [2] emphasized. The effectiveness of electronic assessment in re- lieving psychological stress on students, reducing exam anxiety among students and providing feedback. It allows students to re-evaluate more than once, as it seeks to di- agnose and improve weaknesses.[28] Confirmed the interactive use of electronic as- sessment tools in the educational process. Studies have shown [14; 13] That there are challenges to e-learning in the following points: online student feedback is limited, e- learning can cause social isolation, e-learning requires strong self-motivation and time management skills, failure to develop students' online communication skills, preventing cheating during sessions Online is complex Online teachers tend to focus on theory rather than practice. E-learning lacks face-to-face communication. In this digital tech- nological era, information related to students can be accessed in all respects, whether from cognitive, physical, social, or personal aspects. Now teachers are in the era of modern technology that relies on modern technologies such as mobile devices and use them to evaluate their students during teaching and learning. [22; 23]. We acknowledge the existence of many traditional teachers who believe in the old traditional ways and resist change, which reduces the effectiveness of their teaching because they need to keep up with the requirements of the times [26; 27]. The evaluation system that uses modern technology that relies on modern technologies such as mobile devices needs further study that sheds light on weaknesses and strengths so that the process can be diagnosed, identified and addressed [28; 29]. What is now required is a qualified eval- uation that is accurate, easy and rapid [30; 31]. E-evaluation represents every technical method based on modern software that can be used in the evaluation process [33; 34]. E-assessment also relies on many practical activities [38; 39]. This has a significant impact on facilitating the assessment process conducted by teachers [40; 42]. On the other hand, electronic assessment based on software installed on mobile devices helps, supports and significantly develops teachers' capabilities in assessment [43; 44]. Elec- tronic assessment is fast and accurate [45; 46]. This type of evaluation saves teachers much time for evaluation [48]. In the education process, evaluation is the basis for all educational activities. It is the essential component that supports all educational activi- ties. The electronic calendar provides exceptional support for each educational activity through its speed, accuracy, and saving time and effort [49; 50], which enhances the iJIM ‒ Vol. 17, No. 14, 2023 5 Paper—The Effect of Using Electronic Assessment Based on Mobile-Installed Programs to Measure… student's personality through active participation in these activities evaluated electron- ically [47; 48]. 2.2 The relationship of assessment to the personal characteristics of students The study showed [46; 47] that electronic assessment affects students' characteris- tics, as it is helpful in several aspects. Among these benefits is saving time, suspense, and fun through interaction, which affects the educational environment [38; 39]. Elec- tronic assessment enhances the interaction between teachers and students, which posi- tively impacts students' char-act eristics [41; 42]. In addition, e-assessments dependent on cellular devices store data automatically and permanently [24; 25]. This means that you do not have to worry about data loss of any size [36; 37]. Considering all this, we stand in front of the fact that the electronic assessment application relies on software installed on cellular devices to assess the personality during the learning process and activities and control the personality behaviour of the students can be controlled by monitoring the activities of the students through data recording electronic, identifying personal values they possess such as tolerance and discipline [18; 19]. The process of assessing personality, tolerance and discipline depends mainly on affirming the values that the student must realize and thus build attitudes that lead them to apply them through a sense of responsibility and discipline, which return to their learning process with pleasure and kindness [7]. It achieves the goal of building positive people towards their homeland: to have a positively prepared person for life [14]. Moreover, it has been shown that students' personal qualities influence school activ- ities [36]. That is, students' characteristics play a fundamental role in the success of the educational learning process [17]. Many international studies on personality assessment have been conducted in many countries. In India, they have focused on values, but de- spite this, a group of students still have negative personal values. This is due to many teachers' need for more interest in assessing students' personalities [33]. However, in New York, the teacher needs help with assessing personality because he still applies the traditional methods of personality as-assessment [60; 612]. Africa has a limit that is described as minimal in terms of personality values because teachers find it challeng- ing to conduct personality as-assessments [20]. 2.3 Study problem and study question In Jordan, as in all countries, we need to know how correct the use of modern tech- nologies in education is and how positive they are. Electronic assessment is one of the most important of these technologies that need a process that highlights its impact on students, especially their personalities, to know the impact of this on students and their personalities. The study was conducted on student personality discipline and tolerance in the first semester of the academic year 2023 in three schools in Amman, on 110 male and female students in the ninth and tenth grades and secondary. This raises the central question in this study: Is there an effect of using electronic assessment based on the programs installed on the mobile phone to measure students' tolerance and discipline characteristics in Jordanians? 6 https://www.i-jim.org Paper—The Effect of Using Electronic Assessment Based on Mobile-Installed Programs to Measure… 3 Methodology 3.1 The study sample The data was taken in the first semester of the academic year 2022/2023 in three schools in Amman, Jordan, for 110 male and female students in the ninth, tenth, and first-second grades. This dataset was collected monthly from September through the twelfth month. 3.2 Research design This research is developmental. The research used was designed and developed through the ADDIE model, which is a developmental model that produces systematic learning outcomes [11; 13]. The ADDIE model consists of five successive stages: anal- ysis, design, development, implementation, and evaluation. ADDIE applies effective process design to the instruction approach [17; 19]. The methodology of this research uses the hybrid explanatory approach, prioritizing a mixture of quantitative and quali- tative data to support the quantitative results of the study. Literature analysis was per- formed in the first phase of the research. The researcher designed and developed a ques- tionnaire to assess the personality of tolerance and discipline among students based on the electronic assessment, and educational experts verified it to ensure its validity, then entered the implementation stage by applying it to students, see Table 1. 3.3 Character questionnaire Outcomes for Students' Tolerance and Discipline Personality Assessment Toward the Electronic Assessment-Based Personality Assessment. For the Tolerance and Dis- cipline Personality Questionnaire Network, see Table 1. The personality questionnaire consists of two variables: the first variable is tolerance and discipline, and each variable contains sub-variables, and the tolerance variable contains sub-variables (fear, love, re- spect each other, appreciate the differences between others, you value yourself, appre- ciate kindness from others, openness and acceptance rest and life), while the second variable, discipline, contains sub-variables (discipline enforces rules, a system of be- haviour, a system of worship). To validate the product, use a questionnaire. The questionnaire was developed and adapted to validate the validity of an expert and media. The questionnaire contains 35 statements with 5 Likert scales [12]; see Table 2. An interview questionnaire with teachers is divided into three variables. Each variable has three indicators as well; first: the job variable has three indicators (sufficiency, accuracy, achievement); reliability has three indicators (maturity, error tolerance, recovery); and efficiency has three indi- cators (time, accuracy, Real-time resources). See Table 2. Inferential data were tested with a test for normality (see Table 5) and level of homogeneity see Table 6. Then, the hypothesis was tested by ANOVA test see Table 7. iJIM ‒ Vol. 17, No. 14, 2023 7 Paper—The Effect of Using Electronic Assessment Based on Mobile-Installed Programs to Measure… Table 1. Character questionnaire grid Variable Sub Variable Items Tolerance Fearlessness 1,2 Love 3,4,5 Respect each other 6,7 Appreciate the differences of others 8 Appreciate yourself 9,10 Appreciate the kindness of others 11,12 Open 13 Receptive 14 Comfort and life 15,16 Discipline Time discipline 1, 2, 3, 4, 5, 6, 7 Discipline enforces the rules 8, 9, 10, 11, 12 Attitude discipline 13, 14, 15, 17 Discipline of Worship 18, 19, 20, 21 Table 2. Media expert grid Variable Indicator Items Functionality 1. Suitability 2. Accuracy 3. Fulfillment 3, 7, 8, 9 4, 5, 6 1, 2 Reliability 1. Maturity 2. Fault Tolerance 3. Recovery 15, 16 10, 11, 12 13, 14 Efficiency 1. Time 2. Real Time 3. Resource 28, 29 31, 32, 30, 33 Validation questionnaire data were collected, and teacher interview data were ob- tained for three schools in Amman. Data were taken in the first semester of the aca- demic year 2022/2023 in three schools in Amman, Jordan, using a purposive sampling method for 110 male and female students in the ninth, tenth, and first-second grades. This dataset was collected monthly from September through the twelfth month. The teachers using the e-assessment were interviewed in a structured way with open-ended questions. The researcher asked several questions to ensure the teachers responded to the student application. To assess the student's disciplinary personality. The results of the interviews aimed to standardize the collection of results for the teachers' responses to the questionnaire. After obtaining the questionnaire results, they were analyzed through inferential descriptive data. Metadata Frequencies average, average, median, position, maximum, minimum. [3]. The management of the inferential data is made through hypothesis testing. The data must be tested using the test of normality and nor- mality of homogeneity. Then test, the hypotheses by ANOVA test. Interview data were collected to complement the quantitative data, and then the literature studies were ana- lyzed using the Miles & Huberman model analysis [3]. 8 https://www.i-jim.org Paper—The Effect of Using Electronic Assessment Based on Mobile-Installed Programs to Measure… 4 Results and discussion 4.1 Description of tolerance character The questionnaire data were analyzed using descriptive statistics. The first school had a good class of 37 students with an average age of 68% and a perfect class of 15 with an average age of 40%. The mean is 86, the median is 85, the mode is 84, the minimum is 65, and the maximum is 96. This indicates positive results for this school. The second school had a class of 35 students with an average of 64% and a good class of 19 students with an A score of 34.1%. Then the mean is 88.41, the median is 89, the mode is 89, the minimum is 69, and the maximum is 94 see Table 3. Table 3. Description of tolerance character School Category f % Mean Median Mode Min Max First School Very Bad 0 0 86 85 84 75 96 Bad 0 0 Enough 0 0 Good 39 68 Very Good 15 40 Second School Very Bad 0 0 87.1 85 86 69 94 Bad 0 0 Enough 0 0 Good 19 34.1 Very Good 35 64 Third School Very Bad 0 0 85 87 88 65 90 Bad 0 0 Enough 0 0 Good 41 67.2 Very Good 18 29.5 4.2 Discipline character description Disciplinary character description. For the third school, 41 students scored 67% in the good category, 18 scored 29.5% in the very good category, and two scored 3.3% in the appropriate category. Then the mean is 86.05, the median is 87, the mode is 88, the minimum is 70, and the maximum is 93 see Table 4. Table 4. Discipline character description School Category f % Mean Median Mode Min Max first school Very Bad 0 0 87.60 87 86 76 102 Bad 0 0 Enough 0 0 Good 36 65.5 iJIM ‒ Vol. 17, No. 14, 2023 9 Paper—The Effect of Using Electronic Assessment Based on Mobile-Installed Programs to Measure… School Category f % Mean Median Mode Min Max Very Good 19 34.5 second school Very Bad 0 0 85.88 86 85 71 95 Bad 0 0 Enough 1 1.7 Good 36 62.1 Very Good 21 36.2 third school Very Bad 0 0 89.20 89 88 70 97 Bad 0 0 Enough 1 1.6 Good 29 47.5 Very Good 50.8 50.8 4.3 Discipline in three schools The first school had a good class of 36 students with an average of 65.5% and a Very Good class of 19 students with a rate of 34.5%: average 87.60, Average 87, Mode 86, Lowest 76, Maximum 102. The second school had a good class with 36 students with an average of 65.5% and a very good class with 19 students with an average of 34.5% (Average 87.60, Average 87, Placing 86, Lowest 76 students, Maximum 102). The third term was good, with 36 students at 65.5% and a very good class with 19 students at 34.5%. Mean 87.60, median 87, mode 86, minimum 76, maximum 102. The researcher used the normality and homogeneity tests to determine whether the data was correct and distributed normally (see Table 5). Table 5. Normality test Character School Statistic df Sig. Tolerance first School 0.110 56 0.077 second School 0.106 57 0.095 Third school 0.108 60 0.087 Discipline first School 0.109 54 0.092 second School 0.109 53 0.081 Third school 0.093 60 0.202 Based on the analysis of the data see Table 6, it can be observed (Sig.) of the toler- ance personality in the SD of the two schools Sig value 0.197 > 0.05, it can be con- cluded that the variance of the tolerance personality data in the three schools is the same or homogeneous. The value of significance (Sig.) for personality discipline in schools is 0.181. Because the Sig value of 0.181 > 0.05, the discipline in the three schools is homogeneous. The data were distributed in the normal and homogeneous form, and then an ANOVA test was performed. Results see Table 7. 10 https://www.i-jim.org Paper—The Effect of Using Electronic Assessment Based on Mobile-Installed Programs to Measure… Table 6. Homogeneity test Character Levene Statistic df1 df2 Sig. Tolerance 1.015 2 173 0.195 Discipline 1.180 2 173 0.182 Table 7. One-way ANOVA test Character Sum of Squares df Mean Square f Sig. Tolerance Between Groups 167.027 2 84.002 4.200 0.034 Within Groups 4200.81 171 25.001 Total 4325.792 173 Discipline Between Groups 342.21 2 170.364 7.200 .002 Within Groups 4180.300 171 26.009 Total 1630.159 173 The ANOVA test results for personalities, tolerance, and discipline see Table 7. Because the Sig value is 0.034 < 0.05, it can be concluded that the mean results for the tolerance of characters in schools are significantly different. As for the nature of the discipline, a value (sig.) of 0.0027. Because the Sig value is 0.002 < 0.05, it can be concluded that the mean results for the tolerance of NPCs in schools are significantly different—the meaning of the differences in using the electronic assessment of the stu- dent's measurement. Further testing can be done by ad hoc testing using the Tukey HSD test. Results Tukey HSD's love for the patriot character is shown see Table 8. 4.4 Tukey HSD test tolerance In Table 8, there are differences between the meaning between schools 2 and 3. The mean difference is 2.365. (Sig.) for the two primary schools is 0.025 < 0.05. Therefore, there is a significant difference in the average character tolerance of the results. The Tukey HSD Disciplinary Test is shown see Table 9. Table 8. Tukey HSD test tolerance (I) School (J) School Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound first second -1.268 0.923 0.356 -3.45 0.91 third 1.096 0.912 0.456 -1.06 3.25 second first 1.268 0.923 0.356 -0.91 3.45 third 2.400* 0.899 0.025 -0.24 4.45 third first -1.096 0.912 0.453 -3.25 1.06 second -2.400* 0.899 0.025 -4.49 -0.24 iJIM ‒ Vol. 17, No. 14, 2023 11 Paper—The Effect of Using Electronic Assessment Based on Mobile-Installed Programs to Measure… Test results for subjects controlled by the Tukey HSD test. See Table 9. Varia- tions exist in the disciplinary mean between schools 3 and 2; the mean difference is 3,317 (Sig.) for the two schools, 0.001 < 0.05. Therefore, the difference in the mean character of the discipline indicates a significant mean difference. Table 9. Tukey HSD test Disciplinary (I) School (J) School Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound first second -1.368 0.913 .158 -3.45 0.391 third 1.196 0.902 196 -1.06 0.58 second first 1.268 0.913 .158 -0.91 .48 third -3.317* 0.809 .001 -0.24 1.17- third first -1.196 0.912 196 -3.25 3.78 second 3.317* 0.809 .001 1.17 5.47 A product validation test was conducted to determine the validity of the evaluation of the electronic stamp. The evaluation experts of the products developed to make the product ready for use. See Table 10. Results to validate the product. In Table 10, the auditor's evaluation results showed that the overall average is 82.90%, which is very good, meaning that the product is valid. The highest scores for the job aspect got an average score of 86%, then reliability with 83.33%. As for the usability of 82%, the usability side scored 80%. For the average score for each aspect, three of the four aspects of the evaluation are In the very good category. As for the results of the second reviewer, which is comprehensive, the average score is 82.56%, which is very good, meaning that the product is valid. The highest score for usability is 85%, then the two sides are efficiency and functionality at 83.33%. Reliability got 78.57%. Based on the average score for each aspect, three of the four aspects of the evaluation are in the Very Good category. Results of the electronic as- sessment product to measure character for school students see Table 10. Table 10. Product validation test results n Assessment Aspect Validators I Validators II Mean Percentage Category Mean Percentage Category 1 Functionality 3.44 86% Very Good 3.33 83.33% Very Good 2 Reliability 3.33 83% Very Good 3.14 79% Very Good 3 Usability 3.28 82% Very Good 3.403. 85% Very Good 4 Efficiency 3.2 80% Very Good 3.33 84% Very Good Overall average 3.4 82% Very Good 3.3 82% Very Good Student personality assessment. The analysis compared percentages with the first school that obtained the score. From 67.3% to 37 students are in a good category. The percentage in the second school was 63.8%, which is very good. In the third school, 12 https://www.i-jim.org Paper—The Effect of Using Electronic Assessment Based on Mobile-Installed Programs to Measure… 67.2% are good. After that, the second school got the largest number with a score of 88.41, the first school got the second place with a score of 87.15, and the third school got the last place with a score of 86.05. The discipline, then the third school, was the highest see Table 10. Table 11. Student character assessment No. Name NIS Religious Honest Tolerance Score Category Score Category Score Category 1 first 1111 4.34 Very Good 4.71 Very Good 4.28 Very Good 2 second 1112 3.93 Very Good 4.5 Very Good 4.33 Very Good 3 third 1113 4.59 Very Good 4.5 Very Good 4.74 Very Good Descriptive tests of tolerance and discipline were analyzed by comparing percent- ages. The result describing the personality of tolerance in schools 2 and 3 got 67.3%. Schools 1 and 3 scored 63.8%; School 1 got the highest score with an average of 88.41, School 1 came in second place with an average of 87.15, and School 3 got third place with an average of 86.05 Describing the character of discipline in School 2 and School 1, 65.5% is a good category. In SD School 1, I got 62.1% in class good. In School 1, 50.8% is in the very good category. Then the two schools 1,3, got a disciplined person- ality with an average of 89.20, SD School 3 ranked second with an average of 87.60, and School 1 ranked third with an average of 85.88. 4.5 Personal interviews The nature of discipline among students when using electronic assessments based on software installed on mobile devices based on personal interviews was as follows. "I like the Enhanced E-Assessment because it is easy to use." "Software-based e-as- sessment installed on cellular devices saves effort and paper. In e-assessment, data is arranged and can be referenced at any time. Searching is easy, and classification is excellent." Reliance on electronic software. "The electronic assessment based on soft- ware installed on mobile devices with tolerance and discipline provides the teacher with the necessary information about the students." The interviews concluded with a positive number of advantages of e-assessment. This raises the central question in this study: This raises the main question in this study: Is there an effect of using electronic assess- ment based on the programs installed on the mobile phone to measure the characteris- tics of endurance and discipline among students towards Jordanians? The answer is yes; there is a positive and noticeable effect. 5 Conclusions The teachers had an unprecedented positive response, and it was found through this study that the teacher's response to the electronic assessment that depends on the pro- grams installed on the cellular devices of the student's personality was positive towards the assessment of tolerance and discipline. [52]. The study's results answered the central iJIM ‒ Vol. 17, No. 14, 2023 13 Paper—The Effect of Using Electronic Assessment Based on Mobile-Installed Programs to Measure… question: the positive effect of using electronic assessment based on portable programs to measure students' tolerance and discipline characteristics in Jordanian teachers. By comparing the results of the study that were reached through the research process to assess personality in three schools that were chosen to apply the electronic assessment to them, it was found that the use of electronic assessment on mobile devices was pos- itive. All teachers had excellent responses to applying the Electronic Personal Measure- ment of Tolerance and Discipline in Schools. Tolerance was the second highest in the school, scoring 88.41. Discipline, the third school, has the highest GPA of 89.20. There were differences in the average results of the study that were reached through searching for tolerance using the electronic calendar in the third and second schools. There were differences in the average results of the study that were reached through researching tolerance using the electronic assessment of disciplined personalities in the third and the first schools. Electronic assessment based on programs installed on mobile devices stimulates interaction between teachers and students, and electronic assessment based on personal mobile devices organizes the classroom. It increases the teacher's ability to control educational activities when he becomes aware. The student's characteristics mean that the teacher has new tools through an electronic assessment based on pro- grams installed on cellular devices that suit their students and show the results of the new study reached through research. Electronic assessment based on software installed on cellular devices is very beneficial compared to traditional assessment devices. Therefore, we recommend using the electronic calendar in all educational fields. In light of the results of this study, we recommend the following: The need to hold training courses for teachers on the use of modern technologies, especially in the field of using computers, the Internet, and e-learning techniques and in the field of electronic evalu- ation - focusing on holding training courses for new teachers, especially teachers in the field of electronic evaluation. 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Final version pub- lished as submitted by the author. 18 https://www.i-jim.org https://doi.org/10.12973/eurasia.2016.1440a https://doi.org/10.12973/eurasia.2016.1440a https://doi.org/10.18551/erudio.8-2.9 https://doi.org/10.3390/su132313448 https://doi.org/10.3390/su132313448 https://doi.org/10.52690/jswse.v3i1.269 https://doi.org/10.1186/s12909-019-1658-z https://doi.org/10.3390/info13100491 https://doi.org/10.3390/su15076290 https://doi.org/10.46328/ijtes.v4i4.112 https://doi.org/10.3991/ijet.v16i23.17615 https://doi.org/10.3991/ijet.v17i01.28713 https://doi.org/10.3991/ijet.v17i01.287196 https://doi.org/10.3991/ijet.v17i01.287196 https://doi.org/10.5815/ijeme.2020.03.02 https://doi.org/10.5815/ijeme.2020.03.02 https://orcid.org/0000-0001-8647-4570 mailto:khaledaa@hu.edu.jo