Effects of Technology-Integrated Formative Assessment on Students' Retention of Conceptual and Procedural Knowledge in Chemical Equilibrium Concepts

Tadesse Hagos, Dereje Andargie
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Abstract

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.
技术整合形成性评价对学生化学平衡概念概念性和程序性知识记忆的影响
本研究的主要目的是评估技术整合形成性评估策略对学生化学平衡概念概念性和程序性知识保留的影响。采用准实验对照组间断时间序列设计。数据从132名学生中收集,这些学生采用随机抽样技术从三所公立中学中选出。本研究分为两个实验组和一个对照组。采用一系列化学平衡概念和程序测试来收集数据。采用混合模型方差分析分析考试成绩。从描述性统计中可以观察到,三组在概念和程序考试分数上的平均增益分数不同,这是重复测量时间的结果。双向混合方差分析结果显示,组间在概念测试成绩上存在显著的主效应。此外,在概念知识测试成绩上,时间点和干预组之间存在显著的交互作用。在程序性考试成绩上,三个时间点与干预组之间也存在显著差异。在时间点和组之间也观察到显著的相互作用。实验组的测试前、测试后和后续测试后得分均存在显著差异,且差异倾向于测试后得分,可以得出结论,技术整合的形成性评估策略在提高中学生的概念性和程序性测试成绩方面是成功的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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