Exploring Student Contentment with Weekly Pedagogical Tool: A Demographic Analysis in Computing

Abstract

Despite the widespread adoption of digital pedagogical tools in higher education, there is limited empirical evidence regarding how demographic factors influence student perceptions of structured formative assessments in computing education. This study addresses this gap by examining associations between three demographic variables—gender, nationality, and programme of study—and student satisfaction with weekly challenge tests implemented in a computing module. Using a cross-sectional survey design, 198 first-year students at Asia Pacific University completed validated instruments measuring satisfaction with weekly digital assessments. Chi-square analyses revealed no significant associations between satisfaction and either gender (χ² = 8.58, p = .073) or nationality (χ² = 6.29, p = .178), indicating demographic equity in tool perception. Conversely, the programme of study showed a significant association with satisfaction (χ² = 33.27, p = .032), indicating discipline-specific variation in perceived pedagogical value. The findings contribute theoretically by demonstrating that well-designed digital formative assessments can achieve demographic neutrality while requiring programme-sensitive implementation. Practically, results inform inclusive instructional design principles for technology-enhanced learning and provide empirical support for context-aware pedagogical strategies. This study advances Sustainable Development Goal 4 by demonstrating the provision of equitable, quality education through data-informed digital pedagogy in computing disciplines.