This study evaluated the use of the ClassDojo digital platform to improve classroom management, student motivation, and parental engagement in lower‑secondary mathematics classes at a Presidential School in Jizzakh, Uzbekistan. Sixty students from Grades 5–7 were tracked during one semester (Sept 5–Dec 20, 2025). The teacher implemented a formative points system within ClassDojo to record positive and negative classroom behaviour and provide real‑time feedback to students and parents. Automated ClassDojo records and teacher logs showed an increase in positive behaviour indicators (e.g., ~30% rise in positive points in 5‑Blue) and a decline in negative incidents (total negative points in 5‑Blue fell to −12 by semester end). Parent feedback collected via the platform was largely positive, reporting improved visibility of daily conduct and easier home–school communication. Results suggest ClassDojo can support greater participation, cooperation, and parental involvement when used as a formative feedback tool. Limitations include the absence of a control group, limited statistical analysis, and potential teacher bias; further controlled studies are recommended prior to broader implementation.
| Mualliflar | Ismoilov, Mirolim, Исмоилов, Миролим, Ismoilov, Mirolim |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2026-01-25 |
| Jild | 7 |
| Son | 1/S |
| Betlar | 421-428 |
| Til | Ingliz |
| DOI | 10.47689/2181-1415-vol7-iss1/s-pp421-428 |
DOI: 10.47689/2181-1415-vol7-iss1/s-pp421-428 · Maqolaning asl sahifasi
ClassDojo, управление классом, мотивация учащихся, вовлечение родителей, формирующее оценивание, отслеживание поведения, геймификация, ClassDojo, classroom management, student motivation, parental engagement, formative assessment, behaviour tracking, gamification, ClassDojo, sinfni boshqarish, o‘quvchilarning motivatsiyasi, ota-onalarning ishtiroki, shakllantiruvchi baholash, xulq-atvorni kuzatish, o'yinlashtirish
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