Influence of Formative Assessment Practices on Secondary School Students’ Academic Achievement in Algebraic Equations and Retention in Ebonyi State

Abstract

This study investigated the influence of formative assessment practices on secondary school students’ achievement and retention in algebraic equations in Ebonyi State, Nigeria. A quasi-experimental pretest-posttest non-equivalent control group design was adopted. The population comprised 3,878 Senior Secondary School II students in 120 public secondary schools, from which 120 students in six intact classes were sampled from three schools. The students were assigned to experimental (70) and control (50) groups. The experimental group received instruction through classroom questioning, quizzes, assignments, timely feedback, and corrective activities, while the control group was taught using the conventional expository approach for six weeks. Data were collected using a 20-item Achievement Test in Algebra. Mean and standard deviation were used for data analysis. Findings showed that students exposed to formative assessment practices achieved higher achievement and retention scores than those taught using the expository approach. Gender also influenced achievement. The study concluded that formative assessment practices enhance students’ achievement and retention in algebraic equations.Keywords: Formative Assessment, Achievement, Retention, Algebraic Equations.