The Impact of Formative Assessment Feedback on Secondary Students’ Attitude towards Science and Academic Achievement in Grade Nine Biology
Keywords:
formative assessment, feedback, academic achievement, attitudeAbstract
The purpose of this research is to investigate the effect of formative feedback on secondary Biology students’ attitudes toward science and how formative feedback affect students academic scores in Biology at the grade 9 level. This research will explore how the academic performance of grade 9 Biology students can be improved using formative assessment feedback. The attitude of students toward science will be measured using an Assessment for learning tool (AFL). This research will also help the instructor to improve teaching practice and provides an opportunity for science students to maximize on their ability, hence improved their academic score in science.
This research used a quasi-experimental design, with intact classes using the embedded quantitative design methodology of an action investigation. The samples were selected using a convenience sampling technique. Data was collected using Two Instruments, Six Weeks and Science Attitude Scale (SAS), Two instruments, Six Weeks Test. Quantitative data will be collected using Science Attitude Scale (SAS). A positive relationship between academic success and formative feedback [r=.54, n=35, p > .001] has been found. The students in the treatment group performed significantly well on the Six Weeks Test, compared to the control group, t (61.83) = 3.58, P =.001. There was also, a statistically significant difference in the treatment group performance on the Science Attitude Scale (SAS), on the post-test compared to the pretest.
The use of formative feedback in the science classroom is a positive teaching method that can lead to higher students’ engagement which will result in an increase academic performance relative to the control group.
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