The Impact of Formative Assessment on Students’ Mathematics Learning Habit and Achievement

Abstract

While formative assessment is widely recognized for improving mathematics learning, its effect on students’ learning habits and achievement has received limited attention, particularly in the African context where mathematics underperformance persists. This study investigated the impact of formative assessment on senior high school (SHS) students’ mathematics learning habits and achievement. Using a quasi-experimental design, 102 students were assigned to an experimental group (n = 51) who were given frequent assignments and feedback on tasks, and a control group (n = 51) who were given minimal or moderate formative assessment. Data were collected through a mathematics achievement test and questionnaire and analyzed using regression and independent-samples t-tests. Formative assessment significantly improved learning habits (β = .55, p < .005), accounting for 31% of the variance. Achievement scores were also significantly higher in the experimental group (M = 29.62) than in the control group (M = 20.81), with a large effect size (d = 1.62). Formative assessment fosters stronger self-regulated learning habits and produces substantial achievement gains, making it a viable instructional reform for improving mathematics outcomes in resource-limited settings.