Effects of Dıgıtal Formatıve Assessment System on Secondary School Students’ Mathematıcal Concepts and Procedural Knowledge Retentıon in Abak, Akwa Ibom State

Abstract

Facing significant hurdles in implementing effective formative assessment methodologies, especially in areas with limited resources and connectivity, this research sought innovative solutions suitable for low-resource contexts. This study in Abak LGA, Akwa Ibom State, Nigeria investigated the effect of digital formative assessments on mathematics retention among secondary students. The study employed a independent group repeated design, the pretest, post-test, and retention tests serves as time points, across multiple treatments, aiming to explore the impact on students' conceptual and procedural knowledge in mathematics. Out of a population of 3,482 Senior Secondary 2 (SS2) students, 132 were chosen from three schools through purposive sampling, focusing on schools equipped for the research. The participants were divided into experimental and control groups, assessed using the Quadratic Equation Conceptual Test (QECT) and the Quadratic Equation Procedural Test (QEPT), both validated and showing reliability coefficients of 0.72 for QECTs and 0.75 for QEPTs respectively. Data analysis through descriptive statistics and repeated measure ANOVA revealed significant improvements in both conceptual F_{(2, 129)} = 16.74, ρ < 0.01, η2 = 0.22   and procedural knowledge F_{(2, 129)} = 25.04, ρ < 0.01, η2 = 0.27 among students exposed to the digital assessment strategies. The study concluded that digital formative assessments could significantly enhance the retention of mathematical knowledge and skills. Consequently, it recommends that schools incorporate valid, timely assessments tailored to the students' needs into the curriculum, along with necessary digital skills training to familiarize students with online,  virtual learning and assessment  environments.