Effect of End-of-Topic Tests on Pupils’ Performance in Integrated Science: A Study Using Control and Experimental Groups

Effect of End-of-Topic Tests on Pupils’ Performance in Integrated Science: A Study Using Control and Experimental Groups

Peter Chirwa

Department of Natural Sciences, Ministry of Education, Zambia

Publication Information

Journal Title: International Journal of Research and Scientific Innovation (IJRSI)
Author(s):Chirwa, Peter 
Published On: 04/24/2025
Volume: 12
Issue: 2
First Page: 364
Last Page: 375
ISSN: 2321-2705

Cite this Article Chirwa, Peter ;Effect of End-Of-Topic Tests on Pupils’ Performance in Integrated Science: A Study Using Control and Experimental Groups, Volume 12 Issue 2, International Journal of Research and Scientific Innovation (IJRSI), 364-375, Published on 04/24/2025, Available at https://rsisinternational.org/journals/ijrsi/articles/effect-of-end-of-topic-tests-on-pupils-performance-in-integrated-science-a-study-using-control-and-experimental-groups/

Abstract

Integrated Science, a core subject in Zambia’s junior secondary curriculum, serves as a foundation for senior secondary subjects like Physics, Chemistry, and Biology. Despite its significance, student performance often falls short due to inadequate assessment practices and feedback mechanisms. Continuous assessment, especially end-of-topic tests, is a critical tool for evaluating learning progress, but its effectiveness in improving academic outcomes in Integrated Science has not been rigorously evaluated. This study investigated the effect of end-of-topic tests on pupils’ performance and attitudes toward learning Integrated Science.

The study employed a quasi-experimental design at Mejocama Secondary School, Lusaka, involving 60 Grade 8 pupils divided into experimental and control groups. The experimental group underwent regular end-of-topic tests over one academic term, while the control group followed traditional instruction without such tests. Data were collected using pre-tests, post-tests, and questionnaires. Quantitative data were analyzed using descriptive statistics, Shapiro-Wilk normality tests, and independent samples t-tests. Qualitative data on pupils’ attitudes were analyzed thematically.

Pre-test scores showed no significant difference between the experimental and control groups (p = 0.229). However, post-test results revealed significant performance improvements in the experimental group. The mean score for post-test one was 52.5% for the experimental group compared to 31.1% for the control group (p = 0.001). Similarly, post-test two indicated a mean score of 62.3% for the experimental group versus 43.9% for the control group (p = 0.001). Qualitative findings showed that end-of-topic tests enhanced students’ study habits, conceptual understanding, and confidence, although some reported test-related anxiety.

End-of-topic tests significantly improve academic performance in Integrated Science and positively influence pupils’ attitudes toward learning. These findings highlight the importance of integrating well-structured assessments into teaching practices to enhance learning outcomes.

Keywords: End-of-Topic tests, Integrated Science, Continuous Assessment, Formative Assessment