META-ANALYSIS OF THE EFFECT OF FORMATIVE ASSESSMENT ON STUDENTS’ ACADEMIC ACHIEVEMENT IN SCIENCE SUBJECTS IN NIGERIA

Abstract

The role of formative assessment in enhancing academic achievement, especially in science subjects, has been widely acknowledged, but the magnitude of its effect remains a subject of interest. This study conducted a meta-analysis to examine the effect of formative assessment on students’ academic achievement in science subjects in Nigeria by synthesizing findings from empirical studies. To guide the study, four research questions were answered and one hypothesis was tested at the 0.05 level of significance. The study employed an ex post facto research design. The population of the study comprised all published empirical research conducted in Nigeria between 2010 and 2024 that investigated the effects of formative assessment on students’ academic achievement in science subjects. A comprehensive search and screening process yielded 30 studies that met the inclusion criteria and therefore constituted the sample for the meta-analysis. Relevant data were extracted from the sampled studies and analyzed to determine the effect sizes. The data were analyzed using statistical procedures such as the Standardized Mean Difference (SMD) effect size (Cohen’s d), bubble plots, forest plots, and t-tests. The findings revealed a statistically significant positive effect of formative assessment on students' academic performance in science subjects, with a mean effect size of 2.351. Based on the findings, the study concludes that formative assessment is a powerful pedagogical tool for enhancing achievement in science subjects in Nigeria and recommends its use in teaching science.