Formative Assessment and Student's Academic Achievement in Chemistry in Senior Secondary Schools in Nsit Ibom Local Government Area, Akwa Ibom State

Abstract

 This study determined the relationship between formative assessments and academic Performance in Chemistry among Students in Public Secondary Schools in Nsit Ibom Local Government Area, Akwa Ibom State. Three research questions and three null hypotheses were formulated for this study and tested at .05 alpha level of significance. The study adopted a correlational research design. The population of the study consisted of 1,871 Senior Secondary Two (SS2) students offering Chemistry in the nine public secondary schools in Nsit Local Government Area of Akwa Ibom State in 2024/2025 academic year. The study sample comprised of 329 SS2 Students derived using simple random sampling technique. A Researcher-made instrument titled: “Formative Assessment Rating Scale (FARS) and Chemistry Achievement Test (CAT) were used for data collection. The instruments were subjected to face validity by three experts. The reliability coefficient of FARS and CAT were .70 and .79, determined using Cronbach alpha reliability statistics. The data obtained from the instruments was analyzed using Pearson Product Moment Correlation (PPMC) statistic. The result showed that there is a significant relationship between class work, assignments, tests and academic Performance in Chemistry among Students in Public Secondary Schools in Nsit Ibom Local Government Area, Akwa Ibom State. It was recommended among others that, Teachers should design meaningful and engaging assessments that prompt students to actively apply Chemistry concepts during lessons, thereby strengthening their understanding.