Evaluating the Effectiveness of Classwize in Supporting Classroom Supervision and Student Accountability through A Mixed-Methods Design

Evaluating the Effectiveness of Classwize in Supporting Classroom Supervision and Student Accountability through a Mixed-Methods Design

Dr. Eman A. Lachica
elachic@bmtisd.com
Beaumont United High School
English and Language Arts Department
Beaumont, TX, USA, 77705

DOI: https://doi.org/10.54476/ioer-imrj/230230

ABSTRACT

The rapid expansion of one-to-one device programs has reshaped classroom instruction and heightened the challenges of managing digital engagement. Traditional supervision methods are insufficient when student activities occur behind screens, leading to the adoption of classroom-management tools such as Classwize. This study evaluated the effectiveness, fairness, and overall impact of Classwize in supporting classroom supervision and student accountability at Beaumont United High School. Using a mixed-methods design, the research gathered quantitative data from surveys of 35 teachers and 35 students and qualitative insights through semi-structured interviews. The central questions addressed whether Classwize improved student engagement and task completion, enhanced teachers’ ability to monitor digital activities, and shaped perceptions of fairness, respect, and classroom climate. Findings revealed that teachers strongly endorsed Classwize as an effective tool for reducing distractions, improving supervision, and reclaiming instructional time. Teachers emphasized its transparency and fairness, though some equity concerns persisted. Further, the students reported moderate agreement, acknowledging improvements in motivation, clarity, and accountability. However, they also expressed notable concerns about privacy, suggesting that trust in digital monitoring remains conditional. The study concludes that Classwize positively influences classroom management by improving engagement, workflow, and supervision efficiency. Yet, its long-term success depends on transparent policies, equitable application, and sustained dialogue to address privacy and trust. These findings contribute to the growing body of literature on digital classroom management, offering implications for educators, school leaders, and policymakers seeking to balance accountability with respect for student autonomy in technology-rich learning environments.

Keywords: classroom management, digital monitoring, Classwize, student engagement, fairness, privacy, mixed-methods research

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