Effects of Immediate and Delayed Feedback Modes of Assessment on Students' Achievement and Retention in Chemistry

Ezeano, Chidinma Alice; Asogwa, Obinna Theophilus

Research ArticleOpen Access

Effects of Immediate and Delayed Feedback Modes of Assessment on Students' Achievement and Retention in Chemistry

Chidinma A. Ezeano¹^*, Obinna T. Asogwa¹

¹Department of Science Education, Enugu State University of Science and Technology (ESUT), Enugu, Nigeria

* Corresponding author: Chidinma A. Ezeano

Abstract

The purpose of the study was to ascertain the effect of immediate and delayed feedback modes of assessments on students' Achievement in Chemistry. Four research questions and four null hypotheses guided the study. Pretest-posttest non-equivalent control group quasi-experimental research design was adopted for the study. The population for the study comprised of 2,296 senior secondary class two (SS II) students offering chemistry in 21 co- educational secondary schools of Enugu Education Zone in Enugu State. A sample of 144 SSII students drawn from 3 public secondary schools in the zone was used for the study. A purposive sampling method and simple random sampling techniques were employed in the study. The instrument for data collection was chemistry achievement test (CAT) which consisted 40 test items. The instrument was validated by three experts; one expert in Measurement and Evaluation and the other two in Science Education. The reliability of was determined using Kuder-Richardson's formula-20 (K-R20) and the reliability coefficient obtain was 0.82. The instrument was administered as pretest and posttest. Mean and standard deviation were used to answer the research questions while the Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The Statistical Package for Social Science (SPSS) was used for all the analyses. The result of the analysis revealed that students who received immediate and delayed feedback modes of assessments achieved better than students who did not receive feedback. It was also revealed that students who received delayed feedback had higher achievement scores than students who received immediate feedback. Moreover the result showed that gender had no significant effect on students who received immediate feedback. The study recommended that chemistry teachers should ensure that students are given delayed feedback to enhance their achievement in chemistry.

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Publication history

Published: 1 July 2024

Copyright & licence. © 2024 the author(s). This is an open access article distributed under the terms of the CC BY 4.0 licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.

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