The Effect of Using Formative Assessment on Understanding Scientific Concepts and the Level of Motivation Towards Learning Science Among Eighths Grade Students in Jordan
DOI:
https://doi.org/10.33977/1182-012-033-011Keywords:
Formative Assessment, Scientific Concepts, Motivation, Teaching Science.Abstract
This study aimed to investigate the effect of using formative assessment on eighth grade students’ understanding of scientific concepts and their level of motivation towards learning science. A quasi-experimental approach was used in the study. A sample of 48 female students in two sections at al-Jazirah Secondary School in Amman- Jordan was chosen intentionally during the second semester of the academic year 2018/2019. The sections were randomly distributed into two groups, an experimental group of 24 students, and a control group of 24 students. A 32-paragraph test measuring students’ understanding of scientific concepts, in addition to a 22 items motivation scale adapted from McMillan et al. (2010) were used in the study.The validity and reliability of the tools were achieved by the appropriate methods. The results of the study showed statistically significant differences at α = 0.05 in the two groups in understanding of scientific concepts and motivation towards learning science in favor of the experimental group. In light of the results, it is recommended that formative assessment should be more included in science teaching.
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