NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1381173
Record Type: Journal
Publication Date: 2023-Feb
Pages: 14
Abstractor: As Provided
ISSN: ISSN-2089-9823
EISSN: EISSN-2302-9277
Effects of Technology-Integrated Formative Assessment on Students' Conceptual and Procedural Knowledge in Chemical Equilibrium
Hagos, Tadesse; Andargie, Dereje
Journal of Education and Learning (EduLearn), v17 n1 p113-126 Feb 2023
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.
Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia
Grant or Contract Numbers: N/A