The Use Of Formative Assessment In Enhancing Student Learning Experiences: The Case Of Maimbung District, Division Of Sulu

Mishrina Munap

doi:10.62596/25732d69

Authors

Mishrina S. Munap Sulu State College Graduate Studies, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/25732d69

Keywords:

Formative Assessment, Student Learning Experiences

Abstract

The study aimed to determine the extent of use of formative assessment in enhancing student learning experiences in elementary schools in Maimbung District, Division of Sulu. 100 elementary school teachers participated in the study, using convenience sampling. The research instrument, adapted from Black & William’s 1998 formative assessment tool, included demographic profiles and the extent of use. Statistical tools included frequency and percentage, weighted mean and standard deviation, t-test, ANOVA, and Pearson product-moment correlation. The study found significant differences in the extent of use of formative assessment in enhancing student learning experiences, academic performance, student engagement, motivation, and teacher feedback and instructional practices. The study found that most respondents were 31 years old or older, mostly females, married, and had completed a bachelor’s degree. Teachers agreed that formative assessment improved academic performance, student engagement, motivation, and teacher feedback. Age did not significantly affect the use of formative assessment. Teachers aged 20 and below were better perceived about its use. A high correlation was found between academic performance, student engagement, motivation, teacher feedback, and instructional practices.

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