Effect of formative assessment, feedback, and remediation on students’ academic achievement in Physics

Abstract

This study examined the effect of formative assessment, feedback, and remediation on students’ academic achievement in physics. Although existing research highlights the value of assessment for learning, limited evidence explains how the combination of formative assessment elements influences performance while considering individual learner characteristics. Addressing this gap, the study aimed to determine the effectiveness of formative assessment strategies and explore the roles of gender and mathematical ability. A quasi-experimental pretest-posttest control group design was implemented using intact classes, with a sample of one hundred and eighty-four senior secondary students assigned to two experimental groups and one control group. Data were collected using the Physics Achievement Test and the Mathematical Ability Test, both validated and confirmed to be reliable. Analysis of data was carried out using Analysis of Covariance with post hoc comparison. Findings demonstrated that formative assessment practices incorporating feedback and remediation improved students’ achievement in physics, while gender and mathematical ability showed no meaningful influence on performance. The study concludes that structured formative assessment enhances learning outcomes by enabling continuous monitoring and support. These findings imply the need for instructional approaches that integrate ongoing assessment and targeted intervention to strengthen student understanding. Keywords: Academic achievement; formative assessment; feedback; physics education; remediation.