Effects of Formative Assessment with Technology on Students' Meaningful Learning in Chemistry Equilibrium Concepts

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  • Author(s): Tadesse Hagos (ORCID Tadesse Hagos (ORCID 0000-0002-1153-5583); Dereje Andargie (ORCID Dereje Andargie (ORCID 0000-0001-8992-1305)
  • Language:
    English
  • Source:
    Chemistry Education Research and Practice. 2024 25(1):276-299.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: [email protected]; Web site: http://www.rsc.org/cerp
    • Peer Reviewed:
      Y
    • Source:
      24
    • Education Level:
      Secondary Education
    • Subject Terms:
      Chemistry; Formative Evaluation; Science Instruction; Scientific Concepts; Concept Formation; Computer Assisted Testing; Comparative Analysis; Science Tests; Learning Processes; Teaching Methods; Knowledge Level; Outcomes of Education; Secondary School Students; Technology Integration; Foreign Countries
    • Subject Terms:
      Ethiopia
    • Accession Number:
      10.1039/d2rp00340f
    • ISSN:
      1756-1108
    • Abstract:
      This study examines how students' conceptual and procedural knowledge of chemical equilibrium is affected by technology-supported formative assessment (TSFA) strategies. This study's embedded/nested mixed method research design was used to achieve the study's objective. A random sampling method was used to choose the sample of two intact classes for the treatment group and one intact class for the comparison group. To gather quantitative data, the chemical equilibrium conceptual test and the chemical equilibrium procedural test were adapted from the literature. The qualitative data were also gathered using semi-structured interviews and classroom observations. Descriptive statistics and one-way ANOVA were employed to analyze the quantitative data, and theme analysis was utilized to examine the qualitative data. One-way ANOVA results revealed that, in comparison to students who were taught using conventional methods and formative assessment strategies, students who were taught using technology-supported formative assessment strategies demonstrated improvements in conceptual and procedural knowledge. The results of semi-structured interviews and classroom observations also show that, when compared to students who are taught using conventional methods and formative assessment alone, students who are taught using technology-supported formative assessment strategies have a high improvement in learning outcomes of learning chemical equilibrium concepts. In conclusion, conventional methods and formative assessment alone were shown to be less successful for students' conceptual and procedural knowledge in learning chemical equilibrium concepts than technology-supported formative assessment strategies. These results led the authors of this research to recommend that TSFA be used by chemistry teachers to enhance their students' conceptual and procedural understanding of chemical equilibrium concepts.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1417842