The impact of frequent formative tests on the discipline of Science on academic achievement, achievement motivation and the reflective practices of students in the ninth grade أثر الاختبارات التكوينية المتتابعة في مبحث العلوم العامة للصف التاسع الأساسي على التحصيل الدراسي ودافعية الإنجاز والممارسات التأملية

شاهين, محمد عبد الفتاح (2014) The impact of frequent formative tests on the discipline of Science on academic achievement, achievement motivation and the reflective practices of students in the ninth grade أثر الاختبارات التكوينية المتتابعة في مبحث العلوم العامة للصف التاسع الأساسي على التحصيل الدراسي ودافعية الإنجاز والممارسات التأملية. Al-Aqsa University Journal (Humanities Series), 18 (1). pp. 197-227. ISSN 2070 - 3147 (Print), ISSN 2518-5810 (Online)

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Abstract

The present study aimed at identifying the impact of frequent formative tests in the discipline of general science for ninth basic grade on academic achievement, achievement motivation and reflective practices. To achieve the objective of the study, the researcher employed the experimental approach two samples: the first sample of males which consisted of(56 students) was divided into two groups –experimental group and control group ; the other sample of females which consisted of (89) students was divided into two groups- experimental group and control group. The researcher used four formative tests, final achievement test and the. The findings showed that there were statistically significant differences between the means of students’ achievement according to the variables- of the group in favor of experimental group and gender in favor of females. Meanwhile, there was no significant impact of the interaction of group and gender. As it turns out there were no statistically significant differences between the levels of achievement motivation according to the study variables but statistically significant difference in the reflective practices according to gender in favor of females was found. Finally, results indicated the presence of statistically significant differences due to the variables of the group and the interaction between group and gender.

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