Formative Assessment, Feedback, Remediation and Students’ Academic Achievement in Basic Science: A Quasi-Experiment
Literature is replete with evidences attributing or relating poor learning outcomes or achievement to varied inhibiting factors. Often cited are teachers’ teaching strategy and inappropriate pattern of assessment. This study as result sought what the outcome will be when the strategy is applied in the teaching of Basic Science in Junior Secondary Schools. The objective of study is to examine the effect of formative testing; formative testing with feedback and formative testing, feedback and remediation on students’ academic achievement in Basic Science This work adopted a partly randomized pretest, posttest control group quasi-experimental design. Three null hypotheses were tested at a .05 level of significance. 268 Junior Secondary II students participated in the study. Simple random sampling technique was used for the selection of the sample. Instruments used for data collection include Basic Science Achievement Test (r = .795) and four packs of Basic Science formative test items with reliability indices of Pack I r = 0.77, Pack II r = 0.64, Pack III r = 0.82 and Pack IV r = 0.73. ANCOVA and Estimated Marginal Means were analysis techniques used. Result showed that main effect of treatment on academic achievement was significant (F(3, 268) = 118.71, p < 0.05), main effect of gender was not significant(F (1, 268) = 1.687, p > .05) and no significant interaction effect of treatment and gender on achievement. (F (3,267) = .018, p > .05). The conclusion was that the strategy employed in the study affected achievement in Basic Science positively. Part of the recommendations was that Basic Science teachers should incorporate the strategy into Basic Science instruction.
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