Digital Self-Assessment as a Tool for Academic Improvement among Female Students: Evidence from an Intermediate College in Karachi

Abstract

The integration of information technology (IT) into assessment has become increasingly important in contemporary pedagogy; however, its effectiveness within South Asian intermediate institutions particularly girls-only colleges remains insufficiently explored. This study examined whether digital self-assessment quizzes enhance academic performance among female intermediate students compared to traditional paper-based tests. Using a quasi-experimental repeated-measures design, 80 students were randomly assigned to either a control group (traditional assessments) or an experimental group (digital quizzes). Both assessments targeted identical learning outcomes, and a pilot test established acceptable reliability (Cronbach’s α = .78). A mixed ANOVA revealed a significant main effect of Time, F (1, 78) = 52.34, p < .001, partial η² = .402, indicating improvement from Test 1 to Test 2 across groups. A significant main effect of Group, F (1, 78) = 13.26, p < .001, partial η² = .145, showed that students using digital quizzes performed better overall. However, the nonsignificant Time × Group interaction proposes that digital quizzes did not result comparatively greater short-term learning improvements than traditional assessments. These findings indicate that digital self assessments support improved performance, and their impact may be moderated by contextual barriers like digital literacy gaps, unequal access to devices, and infrastructural limitations which are more common in South Asian educational settings. By strengthening the institutional capacity, enhancing digital literacy, and adopting long-term implementation strategies, the pedagogical value of digital assessments may optimize.