Research Article

The impact of formative assessment on enhancing inquiry-based learning in chemistry among secondary school students

Najeh Rajeh Alsalhi 1 * , Abdellateef Abdelhafez Alqawasmi 2 , Abdurrahman Ghaleb Almekhlafi 1
More Detail
1 Department of Education, College of Arts, Humanities, and Social Sciences, University of Sharjah, Sharjah, UNITED ARAB EMIRATES2 College of Education, Al Ain University, Al Ain, UNITED ARAB EMIRATES* Corresponding Author
European Journal of Science and Mathematics Education, 14(3), July 2026, 395-412, https://doi.org/10.30935/scimath/18579
Published: 21 May 2026
OPEN ACCESS   21 Views   17 Downloads
Download Full Text (PDF)

ABSTRACT

The study aims to investigate the effect of formative assessment on improving inquiry-based learning (IBL) in chemistry topics among secondary school students. A mixed-methods quasi-experimental design was employed, integrating quantitative data from achievement tests and engagement scales with qualitative data obtained through semi-structured interviews with chemistry teachers. The participants of the study consisted of 168 students in secondary school students at Al Shola Private School in UAE in the academic year 2024-2025, divided into an experimental group (n = 85) and the other a control group (n = 83) in addition to 7 teachers who performed the practices. Experimental procedures were carried out for 5 weeks. IBL achievement tests, engagement scales, and interviews were used as data collection instruments. The results showed statistically significant differences between the experimental and the control groups in favor of the experimental group. The results also showed a significant effect of using formative assessment during IBL on the student’s engagement in the experimental group. Moreover, the results also showed that achievement varied according to the gender of the students in the experimental group (in favor of females). As for the engagement, there were no statistically significant differences regarding the gender variable. Furthermore, chemistry teachers reported the positive impact of formative assessments on improving student learning through IBL.
Keywords: formative assessment, enquiry based learning, chemistry topics, constructivism, self-regulated learning

CITATION (APA)

Alsalhi, N. R., Alqawasmi, A. A., & Almekhlafi, A. G. (2026). The impact of formative assessment on enhancing inquiry-based learning in chemistry among secondary school students. European Journal of Science and Mathematics Education, 14(3), 395-412. https://doi.org/10.30935/scimath/18579

REFERENCES

  1. Alqawasmi, A. A., Alsalhi, N., El-Saleh, M. S., Balawi, M., Ali, B. B. J., Alzboun, N., & Al Gharaibeh, F. (2024). Comparative effects of PhET interactive simulations and conventional laboratory methods (CLM) on basic science process skills (BSPS) in physics: A case study in secondary school. ARTSEDUCA Revista electrónica de educación en las Artes, 14(3), 59-71. https://artseduca.com/submissions/index.php/ae/article/download/333/154
  2. Alsalhi, N. R. (2023). Academic achievement in chemistry based on the 7E learning cycle model in Jordanian high schools. Journal of International Students, 13(3), 441-459. https://ojed.org/jis/article/view/6371
  3. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
  4. Andrade, H., & Cizek, G. J. (2010). Handbook of formative assessment. Routledge. https://doi.org/10.4324/9780203874851
  5. Asaki, I. A., & Adu-Gyamfi, K. (2025). Teaching organic chemistry at the high school: Which factor predicts most of the difficulties? Educational Point, 2(1), Article e117. https://doi.org/10.71176/edup/16251
  6. Bellido-García, R. S., Venturo-Orbegoso, C. O., Cruzata-Martínez, A., Sarmiento-Villanueva, E. B., Corro-Quispe, J., & Rejas-Borjas, L. G. (2024). Involvement of the student in their learning: Effects of formative assessment on competency development. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), Article em2440. https://doi.org/10.29333/ejmste/14453
  7. Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25. https://doi.org/10.1080/0969594X.2010.513678
  8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
  9. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5
  10. Briscoe, C., & Wells, E. (2002). Reforming primary science assessment practices: A case study of one teacher's professional development through action research. Science Education, 86(3), 417-435. https://doi.org/10.1002/sce.10021
  11. Brookhart, S. M. (2008). How to give effective feedback to your students. Association for Supervision and Curriculum Development.
  12. Chan, Y. F., Narasuman, S., Dalim, S. F., Sidhu, G. K., & Lee, L. F. (2016). Blended learning as a conduit for inquiry-based instruction, active learning, formative assessment and its impact on students’ learning outcomes in higher education. In Proceedings of the 8th Knowledge Management International Conference (pp. 79-83). Universiti Utara Malaysia.
  13. Correia, C. F., & Harrison, C. (2020). Teachers’ beliefs about inquiry-based learning and its impact on formative assessment practice. Research in Science & Technological Education, 38(3), 355-376. https://doi.org/10.1080/02635143.2019.1634040
  14. Grob, R., Holmeier, M., & Labudde, P. (2017). Formative assessment to support students’ competences in inquiry-based science education. Interdisciplinary Journal of Problem-Based Learning, 11(2), Article 6. https://doi.org/10.7771/1541-5015.1673
  15. Guo, W. (2024). Gender differences in teacher feedback and students’ self-regulated learning. Educational Studies, 50(3), 341–361. https://doi.org/10.1080/03055698.2021.1943648
  16. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
  17. Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education: Theory, practice, and rubber slingshots. Higher Education, 51(2), 287-314. https://doi.org/10.1007/s10734-004-6386-5
  18. Heritage, M. (2021). Formative assessment: Making it happen in the classroom (2nd ed.). Corwin. https://doi.org/10.4135/9781071813706
  19. Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
  20. Kariri, K. A., Cobern, W. W., & Al Sultan, A. A. (2022). Investigating high school science teachers’ readiness for implementing formative assessment practices. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), Article em2188. https://doi.org/10.29333/ejmste/12589
  21. Koksalan, S., & Ogan-Bekiroglu, F. (2024). Examination of effects of embedding formative assessment in inquiry-based teaching on conceptual learning. Science Insights Education Frontiers, 20(2), 3223-3246. https://doi.org/10.15354/sief.24.or512
  22. Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090
  23. Nsabayezu, E., Iyamuremye, A., Mbonyiryivuze, A., Niyonzima, F. N., & Mukiza, J. (2023). Digital-based formative assessment to support students’ learning of organic chemistry in selected secondary schools of Nyarugenge District in Rwanda. Education and Information Technologies, 28(9), 10995-11025. https://doi.org/10.1007/s10639-023-11599-7
  24. Orosz, G., Németh, V., Kovács, L., Somogyi, Z., & Korom, E. (2023). Guided inquiry-based learning in secondary-school chemistry classes: A case study. Chemistry Education Research and Practice, 24(1), 50-70. https://doi.org/10.1039/d2rp00110a
  25. Ozan, C., & Kıncal, R. Y. (2018). The effects of formative assessment on academic achievement, attitudes toward the lesson, and self-regulation skills. Educational Sciences: Theory & Practice, 18, 85-118. https://doi.org/10.12738/estp.2018.1.0216
  26. Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422. https://doi.org/10.3389/fpsyg.2017.00422
  27. Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. Viking Press.
  28. Pohl, M. (2000). Learning to think, thinking to learn: Models and strategies to develop a classroom culture of thinking. Hawker Brownlow Education.
  29. Ruiz-Primo, M. A., & Furtak, E. M. (2006). Informal formative assessment and scientific inquiry: Exploring teachers’ practices and student learning. Educational Assessment, 11(3-4), 237-263. https://doi.org/10.1080/10627197.2006.9652991
  30. Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57-84. https://doi.org/10.1002/tea.20163
  31. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. https://doi.org/10.1007/BF00117714
  32. Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77-84. https://doi.org/10.1080/0969595980050104
  33. Sapriati, A., Rahayu, U., Sausan, I., Sekarwinahyu, M., & Anam, R. S. (2024). The impact of inquiry-based learning on students’ critical thinking in biology education programs within open and distance learning systems. Jurnal Pendidikan IPA Indonesia, 13(3), 367-376. https://doi.org/10.15294/7sty9026
  34. Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14. https://doi.org/10.3102/0013189X029007004
  35. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795
  36. Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765. https://doi.org/10.1177/003172170208301010
  37. Taras, M. (2005). Assessment–summative and formative–some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478. https://doi.org/10.1111/j.1467-8527.2005.00307.x
  38. Tirado-Olivares, S., Cózar-Gutiérrez, R., García-Olivares, R., & González-Calero, J. A. (2021). Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training. Australasian Journal of Educational Technology, 37(5), 61-76. https://doi.org/10.14742/ajet.7087
  39. van Aalst, J. (2013). Assessment in collaborative learning. In C. Hmelo-Silver, C. A. Chinn, C. Chan, A. O'Donnell (Eds.), The international handbook of collaborative learning (pp. 280-296). Routledge. https://www.routledge.com/The-International-Handbook-of-Collaborative-Learning/Hmelo-Silver-Chinn-Chan-ODonnell/p/book/9780415805742
  40. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  41. Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
  42. Wilson, C. E. (2020). The effects of inquiry-based learning and student achievement in the science classroom [Honors thesis]. University of Mary Washington. https://scholar.umw.edu/student_research/370
  43. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. https://doi.org/10.1037/0022-0663.81.3.329