Efficacy of instructionally controllable formative assessment on improving pupils’ academic performance in radioactivity at selected secondary schools of Chongwe district in Zambia.
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The effectiveness of Instructionally Controllable Formative Assessment (ICFA) on improving learners’ academic performance in Radioactivity in Science 5124 (Physics) is not known in the Zambian context. The current study sought to determine the efficacy of ICFA on improving learners’ academic performance in Radioactivity at selected secondary schools of Chongwe District in Zambia. The study objectives were to: (1) Establish the pupils’ perception of the relationship between ICFA and academic achievement in radioactivity; (2) Find out the extent of the relationship of ICFA with academic achievements of secondary school pupils in radioactivity; and (3) Determine the efficacy of ICFA on improving pupils’ academic achievement on radioactivity. The study utilized the Quantitative approach and Quasi-experimental design to address the issues involved. Cluster sampling was used to select a sample of 120 Grade 12 Science 5124 (Physics) group with 60 pupils from one public secondary school (Experimental group) and 60 from another public secondary school (Control group). Both groups were pre-tested, taught Radioactivity for two weeks. During this period the Experimental group was assessed with ICFA while the Control group was not assessed with ICFA. At the end of the two-week period, both the experimental and control groups were post-tested using the same Science 5124 (Physics) Achievement Test (SAT). Data collected using the SAT and a Likert scale was analyzed using Means, Modes, Pearson’s Product-Moment Correlation coefficient (r), line chart and t-statistic. The study revealed that: (1) participants perceived a positive relationship between ICFA and academic performance in radioactivity, (2) there exists a strong positive correlation between ICFA and academic performance in radioactivity (r = 0.85, sig. (2 –tailed), p = .008) and (3) ICFA statistically significantly enhanced learner performance by 12. 42 [t (114) = 7.534, sig. (2-tailed) p = .000]. It was concluded that ICFA significantly improved learners’ academic achievement. The study recommended that Science 5124 (Physics) teachers should (1) increase the use of ICFA during classroom instruction and (2) conduct school-based seminars and workshops on how to apply ICFA effectively to improve learners’ academic performance. Key Words: Efficacy, ICFA, Academic performance, Follow – up formative assessment, pupils’ perception.
The University of Zambia
SubjectRadiation--Study and teaching (Secondary).
Radioactive pollution--Environmental aspects--Study and teaching (Secondary).
Elementary particles (Physics).
- Education