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

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.