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Digital-based formative assessment to support students’ learning of organic chemistry in selected secondary schools of Nyarugenge District in Rwanda

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Abstract

Formative assessment supports teachers in recognizing students' learning strengths and shortcomings and enhancing teaching and learning approaches. The current study aims to examine the impact of digital-based formative assessment on students' learning of organic chemistry. In this study, a mixed research strategy was used. Students in senior five (year five secondary school level, or advanced secondary level) who study in a combination with chemistry as one of the major subjects were targeted. And their ages were ranging from 16 to 18. The sample size was 50 Participants, comprising 40 students and 10 chemistry teachers from Rwanda's Nyarugenge District who was picked at random. The qualitative data were gathered through interviews and analyzed using discourse and interpretive analysis approaches. During discourse analysis, the various ways in which students conversed were systematized in order to sort visible perceptions and initial points based on their understanding, and meanings were generated at a specific chronological moment. Students' experiences and perceptions of using digital-based formative assessment, as well as the associated challenges, were investigated and recorded while conducting interpretive analysis. While quantitative data were collected by administering achievement tests (pre- and post-test) and questionnaires to students, descriptive statistics were utilized to analyze them using a Statistical Package for Social Sciences (SPSS). According to the findings of this study, there was a statistical difference in student performance between pre-and post-test. It was also discovered that students were happy with the usage of digital-based formative assessment, which enhanced their unique learning and increased students' information retention. The students expressed enthusiasm about learning organic chemistry. Teachers noted that they could send the assessment to students at any time and that students received timely formative feedback. Teachers were able to determine students' learning strengths and weaknesses. It was suggested that chemistry professors use digital-based formative assessments in organic chemistry to help students understand the subject. A slow internet connection and a lack of computers were among the difficulties noted.

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Data Availability

The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.

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Acknowledgements

The authors acknowledge the African Centre of Excellence for Innovative in Teaching and Learning Mathematics and Sciences (ACEITLMS), University of Rwanda-College of Education (UR-CE), Rukara Campus, Kayonza, Rwanda, for its encouragement to conduct this study.

The corresponding author (Ezechiel Nsabayezu) recognizes the motivation from his wife Janviere Nyiraguhirwa and his son Benison Nolan Nsabayezu during this research.

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Authors and Affiliations

  1. African Centre of Excellence for Innovative in Teaching and Learning Mathematics and Sciences (ACEITLMS), University of Rwanda-College of Education (UR-CE), Rukara Campus, Kayonza, P.O Box 55 Rwamagana, Rwanda

    Ezechiel Nsabayezu, Aloys Iyamuremye & Agnes Mbonyiryivuze

  2. School of Education, Department of Mathematics, Sciences and Physical Education, University of Rwanda-College of Education (UR-CE), Rukara Campus, Kayonza, P.O Box 55 Rwamagana, Rwanda

    Francois Niyongabo Niyonzima & Janvier Mukiza

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  1. Ezechiel Nsabayezu
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  2. Aloys Iyamuremye
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Correspondence to Ezechiel Nsabayezu.

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Appendices

Appendix A

This appendix shows the number of questions that comprised the achievement test.

figure a

Appendix B

Example of Formative Assessment Shared Via Digital.

figure b
figure c
figure d

Appendix C

This appendix shows the questions that were on interview guide.

3.1 Interview guide

  1. 1.

    How successful are you supported by formative assessment via technology

    Follow up by asking for examples

  2. 2.

    How could a digital based formative assessment approach be improved?

    Follow up if required asking what will help or hinder the suggested changes.

  3. 3.

    What are the strength and weaknesses of r digital based formative assessment?

    Follow up by asking for an example of success or weakness

  4. 4.

    What are the main challenges of using digital based formative assessment?

    Follow up by asking why?

  5. 5.

    What are the potential solutions to the provided challenges?

Follow up if required, asking for elaboration of a factor that has been identified.

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Nsabayezu, E., Iyamuremye, A., Mbonyiryivuze, A. et al. Digital-based formative assessment to support students’ learning of organic chemistry in selected secondary schools of Nyarugenge District in Rwanda. Educ Inf Technol 28, 10995–11025 (2023). https://doi.org/10.1007/s10639-023-11599-7

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