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

Peter Chirwa
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Peter Chirwa: Department of Natural Sciences, Ministry of Education, Zambia

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 2, 364-375

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.

Date: 2025
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