The Effect of Formative Assessment Practices on English Learning Achievement among Senior High School Students: A Quantitative Study

Ashifa Qolbi; Fitria Farizza; Putri Alia Azzahwa; Yunita Sari Adelina

doi:10.60076/ijstech.v4i1.2189

Authors

Ashifa Qolbi STKIP Al Maksum
Fitria Farizza STKIP Al Maksum
Putri Alia Azzahwa STKIP Al Maksum
Yunita Sari Adelina STKIP Al Maksum

DOI:

https://doi.org/10.60076/ijstech.v4i1.2189

Keywords:

Formative Assessment, English Pedagogy, English Learning Achievement, Senior High School Students, Quantitative Research

Abstract

This study examined the effect of formative assessment practices on English learning achievement among senior high school students. A quantitative correlational design was employed involving 312 Grade XI students selected through stratified random sampling from six senior high schools. Data were collected using a 28-item Formative Assessment Questionnaire (Cronbach's Alpha = 0.931) and a 50-item English Achievement Test (KR-20 = 0.903). The instruments demonstrated satisfactory validity, with factor loadings ranging from 0.648 to 0.882. Descriptive analysis indicated that the mean score for formative assessment practices was 3.86 (SD = 0.54), while students' mean English achievement score was 78.42 (SD = 8.61). Pearson correlation analysis revealed a significant positive relationship between formative assessment practices and English achievement (r = 0.684, p < .001). Regression analysis showed that formative assessment significantly predicted English achievement (β = 0.671, p < .001), explaining 46.8% of the variance (R² = 0.468). These findings indicate that effective formative assessment significantly improves students' English learning outcomes in senior high schools.

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