This study examines how students’ conceptual and procedural knowledge of chemical equilibrium is affected by technology-supported formative assessment (TSFA) strategies. This study's embedded/nested mixed method research design was used to achieve the study's objective. A random sampling method was used to choose the sample of two intact classes for the treatment group and one intact class for the comparison group. To gather quantitative data, the chemical equilibrium conceptual test and the chemical equilibrium procedural test were adapted from the literature. The qualitative data were also gathered using semi-structured interviews and classroom observations. Descriptive statistics and one-way ANOVA were employed to analyze the quantitative data, and theme analysis was utilized to examine the qualitative data. One-way ANOVA results revealed that, in comparison to students who were taught using conventional methods and formative assessment strategies, students who were taught using technology-supported formative assessment strategies demonstrated improvements in conceptual and procedural knowledge. The results of semi-structured interviews and classroom observations also show that, when compared to students who are taught using conventional methods and formative assessment alone, students who are taught using technology-supported formative assessment strategies have a high improvement in learning outcomes of learning chemical equilibrium concepts. In conclusion, conventional methods and formative assessment alone were shown to be less successful for students’ conceptual and procedural knowledge in learning chemical equilibrium concepts than technology-supported formative assessment strategies. These results led the authors of this research to recommend that TSFA be used by chemistry teachers to enhance their students’ conceptual and procedural understanding of chemical equilibrium concepts.

中文翻译：

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技术形成性评估对学生化学平衡概念有意义学习的影响

本研究探讨了技术支持的形成性评估（TSFA）策略如何影响学生的化学平衡概念和程序知识。本研究采用嵌入/嵌套混合方法研究设计来实现研究目标。采用随机抽样的方法，选取2个完整类样本作为治疗组，选取1个完整类作为对照组样本。为了收集定量数据，化学平衡概念测试和化学平衡程序测试改编自文献。定性数据也是通过半结构化访谈和课堂观察收集的。采用描述性统计和单向方差分析来分析定量数据，并利用主题分析来检验定性数据。单因素方差分析结果显示，与使用传统方法和形成性评估策略教学的学生相比，使用技术支持的形成性评估策略教学的学生在概念和程序性知识方面表现出改善。半结构化访谈和课堂观察的结果还表明，与仅使用传统方法和形成性评估进行教学的学生相比，使用技术支持的形成性评估策略进行教学的学生在学习化学方面的学习成果有很大提高。均衡概念。总之，对于学生学习化学平衡概念的概念和程序性知识而言，单独的传统方法和形成性评估不如技术支持的形成性评估策略成功。这些结果促使本研究的作者建议化学教师使用 TSFA 来增强学生对化学平衡概念的概念和程序理解。