College of Natural and Computational Sciences

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    A Study of the Impact of Feedback-Integrated Continuous Assessment on Grade 12 Students’ chemistry achievement: The case of Medhanealem Preparatory School, Addis Ababa, Ethiopia
    (Mekelle University, 2025-01-25) BIRUK GEMECHU ABEBE
    Feedback is often overlooked in continuous assessment despite its potential to enhance student outcomes. This study examines the impact of feedback-integrated continuous assessment on Grade 12 students' chemistry achievement at Medhanealem Preparatory School in Addis Ababa. The study involved three groups: two experimental groups (one with feedback-integrated continuous assessment and one with continuous assessment without feedback) and one comparison group (traditional exercises and activities). A mixed-methods approach was used, combining quantitative (quasi-experimental) and qualitative (case study) data. Instruments included pre- and post-achievement tests and semi-structured interviews with teachers from the experimental groups. Data were analyzed using SPSS (version 26), applying One-way and Two way ANOVA, and Pearson Correlation tests to compare group scores. Post-test results revealed a statistically significant improvement in the experimental groups compared to the comparison group (p < 0.05). A significant relationship was also found between continuous assessment scores and post-test outcomes. Qualitative data from interviews and classroom observations highlighted that feedback-integrated continuous assessment positively influenced students' chemistry achievement. The study suggests that incorporating feedback into continuous assessment allows teachers to adapt instruction to better meet individual student needs, ultimately improving learning outcomes. Based on these findings, it is recommended that teachers design feedback-oriented assessments aligned with curriculum objectives and clearly communicate performance expectations to enhance student learning