The main objective of this study was to evaluate the impact of technology-integrated formative assessment strategies on students’ retention of conceptual and procedural knowledge in chemical equilibrium concepts. A quasi-experimental control group interrupted time series design was employed. Data was collected from 132 students, who were selected using a random sampling technique from three governmental secondary schools. Two experimental groups and one comparison group were involved in the study. A series of chemical equilibrium conceptual and procedural tests were used to collect data. A mixed model ANOVA was used to analyze the test scores. The three groups had varied mean gain scores in conceptual and procedural exam scores as repeated measurements of time, as can be observed from the descriptive statistics. The two-way mixed ANOVA findings revealed that there was a significant main effect between groups on conceptual test scores. Furthermore, on conceptual knowledge test scores, there was a significant interaction between time point and intervention groups. On procedural exam scores, there was also a significant difference between the three time points and intervention groups. A significant interaction between time points and groups was also observed. Given that there was a significant difference between the pre-test, post-test, and follow-up post-test scores in the experimental group, with the difference favoring the post-test scores, it can be concluded that the technology-integrated formative assessment strategy is successful in raising secondary school students' conceptual and procedural test scores.
The main objective of this study was to evaluate the impact of technology integrated formative assessment strategies on students’ conceptual knowledge and their motivation in chemical equilibrium. Quasi-experimental control group interrupted time series design was employed. Data were collected from 132 students which were selected using multistage random sampling technique from three governmental secondary schools. Two experimental (Technology Integrated Formative Assessment (TIFA) and Formative Assessment (FA) alone) and one comparison groups were involved in the study. A series of chemical equilibrium conceptual tests and motivation questionnaire were used to collect data. One-way ANOVA and Mixed model ANOVA were used to analyze the test scores. There was a statistically significant difference between groups in posttest on conceptual plus remembering (F (2,129) = 3.52, p=.033), understanding (F (2,129) = 4.70, p=.033), applying (F (2, 129) = 20.35, p<.001) and their motivation (F (2, 129) = 12.375, p< .001). However, there were no statistically significant differences among groups in posttest on conceptual plus analysis (F (2, 129) = 1.10, p = .335) and evaluating (F (2,129) = 3.03, p = .052). There was also an interaction effect between treatment and time point on the conceptual test scores. It was concluded that TIFA more effective in facilitating students’ conceptual knowledge and motivation in learning chemical equilibrium than the two other groups. The researchers recommended that chemistry teachers should adapt TIFA as a teaching strategy in chemistry classrooms and laboratories. They are also recommended that teachers should incorporate it into their classes to enhance students’ motivation. Key Words: Conceptual knowledge, Formative assessment, Motivation, Technology
The impacts of a technology-integrated formative assessment technique on students' conceptual and procedural knowledge in studying chemical equilibrium are studied in this study. To attain the purpose, a quasi-experimental pretest-posttest strategy nested with a qualitative study method was adopted. The study has three groups: two experimental and one comparative. A random sample strategy was utilized to select two intact classes for treatment and one intact class for comparison groups. Data was collected using the chemical equilibrium conceptual test, the procedural test, and classroom observation. The data was examined using descriptive (mean and standard deviation) and inferential statistics (one-way ANOVA, one-way MANOVA, and Pearson product moment correlation). According to the findings, technology-integrated formative assessment processes outperformed traditional techniques and formative assessment strategies alone in enhancing students' conceptual and practical understanding of chemical equilibrium. Similarly, when technology-integrated formative assessment processes are used, classroom observations show that students have a strong motivation to learn and that the instructor is more skilled than the other two teachers. Technology-integrated formative assessment processes were shown to be more effective than the other two groups in promoting students' conceptual and procedural understanding when learning chemical equilibrium.
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