Effect of Formative Assessment on Students’ Conceptual Understanding of Physics Concepts among Secondary Schools in Ngoma District, Rwanda

Abstract

This study sought to establish the impact of formative assessment strategies on A-level students’ conceptual understanding of modern physics in selected secondary schools in Ngoma District, Rwanda using the experimental research design and a questionnaire as data collecting instrument. The study used the sample of 160 students, including 70 students in the Physics Chemistry and Mathematics (PCM) combination and 90 students in the Physics, Chemistry and Biology (PCB) combination. During the intervention, the experimental group was given formative assessments mainly focusing on conceptual understanding of modern physics while the control group was assessed using the equation base problems. The study found out that assessment strategies have a significant positive effect on students’ conceptual understanding of learned materials. Based on the findings, the study recommended that in order for students to effectively comprehend concepts in physics, teachers have to use the formative assessment approach and properly design conceptual questions in their formative assessments. When this approach is effectively implemented, students will be able to master concepts in physics and perform well in their studies.