Gender Differences in Students' Motivation and Conceptual Knowledge in Chemistry Using Technology-Integrated Formative Assessment
DOI:
https://doi.org/10.37134/ajatel.vol12.1.2.2022Keywords:
conceptual knowledge, gender, formative assessment, motivation, technologyAbstract
This study examines the impact of gender and technology-integrated formative assessment on learning chemistry in general and chemical equilibrium in particular from the perspective of learning and motivation. To achieve the aforementioned objective, a quasi-experimental, non-equivalent, non-randomized pre-test and post-test research design was adopted. There were three groups in the study: two experimental and one comparative. The experimental groups implemented formative assessment (FA) and technology-integrated formative assessment (TIFA) strategies, whereas the comparison group used lecture style method. Two intact classes were chosen for treatment and one intact class was chosen for comparison groups using a random sampling technique. The Chemical Equilibrium Conceptual Test (CECT) and the Chemistry Motivational Questionnaire (CMQ), both adapted from the literature, were used to gather data. The reliability coefficient for CMQ was calculated using Cronbach's alpha. The Kudder Richardson formula 20 was used to check the CECT's internal consistency (KR-20). Two-way ANOVA statistics were used to analyze the data. Gender has no effect on students' motivation or conceptual knowledge when learning chemical equilibrium. There was no interaction impact of treatment and gender on the conceptual and motivational test scores. TIFA was shown to be more successful than the other two groups in promoting students' conceptions and motivation in learning chemical equilibrium, regardless of gender. Chemistry teachers should implement TIFA as a teaching method in their classes, according to the study. It is also recommended that teachers use it into their classes to help motivate students.
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