Effectiveness of Formative Assessment As Learning Tool in Quantitative Analytical Chemistry Remote Learning
Abstract
The effectiveness of learning tools in remote learning mode during the COVID-19 pandemic was investigated in The Quantitative Analytical Chemistry Course in University of the Philippines-Diliman. The effectiveness of formative assessments with feedback was determined by comparing students’ performance in the pretest and posttest assessments. Dependent sample t-test analysis of over-all performance of student showed that as a cohort, there was a statistically significant improvement in the posttest ( M = 8.44, SD = 1.63) performance compared to pretest (M = 5.46, SD = 2.19), t(49) = 9.926, p < 0.001). The dependent t-test analysis indicate that there was a statistically significant improvement in nine topics while there was no statistically significant improvement in two topics. Results of the study indicate that in three of the topics with Problem Solving/Analyze/Evaluate type of questions, less than 55% of the students were able to fully answer the problem in the posttest. The findings indicate that for multistep problem solving and evaluate type of questions, additional learning strategies are needed for majority of students to be fully competent on the topics. This study also aimed to assess effectiveness of commercially available online learning platforms as learning tool. The data indicate that only 50% (28 out of 54 students) of the students accessed at least once the online learning platform during the duration of the course.
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