Assessing the effectiveness of diagnostic testing and formative feedback to address learning deficiencies in inorganic chemistry
Main Article Content
Abstract
Learning deficiencies in inorganic chemistry remain a persistent challenge among pre-service science teachers, particularly in conceptually demanding topics that require both content mastery and higher-order thinking skills (HOTS). This study assessed the effectiveness of integrating diagnostic testing and formative feedback in addressing learning deficiencies among Bachelor of Secondary Education major in Science students enrolled in an introductory inorganic chemistry course. Guided by Cognitive Load Theory and Conceptual Change Theory, the study employed a one-group pretest-posttest action research design involving 66 students. A 35-item diagnostic pretest and parallel posttest were administered, while weekly diagnostic quizzes and formative feedback sessions were used to identify misconceptions and provide targeted instructional support.
Results revealed significant improvements across all inorganic chemistry topics following the intervention (p < .001). The largest gains were observed in Coordination Compounds (14.24% to 90.30%) and Acids, Bases and Salts (26.97% to 93.94%). Higher-order thinking skills also improved substantially, increasing from 5.15% to 64.85%, although they remained lower than content-focused areas. Overall, students demonstrated marked gains in conceptual understanding and academic performance.
The findings suggest that integrating diagnostic assessment with formative feedback is an effective strategy for identifying misconceptions, reducing learning deficiencies, and improving learning outcomes in inorganic chemistry. The study highlights the value of diagnostic-feedback cycles as an evidence-based instructional approach for strengthening content mastery and supporting the development of higher-order thinking skills among pre-service science teachers.
Keywords
conceptual change, diagnostic assessment, formative feedback, inorganic chemistry, higher-order thinking skills, pre-service science teachers
Article Details
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