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
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1 Department of Education, College of Arts, Humanities, and Social Sciences, University of Sharjah, Sharjah, UNITED ARAB EMIRATES
2 College of Education, Al Ain University, Al Ain, UNITED ARAB EMIRATES
* Corresponding Author
EUR J SCI MATH ED, Volume 14, Issue 3, pp. 395-412. https://doi.org/10.30935/scimath/18579
Published: 21 May 2026
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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

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

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