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Ford, M.K., Roberts, S.D., Andrade, B.F., Desrocher, M., Wade, S.L., Kohut, S.A., et al. (2022) Building I-Interact-North: Participatory Action Research Design of an Online Transdiagnostic Parent-Child Interaction Therapy Program to Optimize Congenital and Neurodevelopmental Risk. Journal of Clinical Psychology in Medical Settings, 30, 204-215.
https://doi.org/10.1007/s10880-022-09875-8

has been cited by the following article:

• TITLE: Effect of Formative Assessment Practices on the Academic Performance of Senior High School Students in Photosynthesis

  AUTHORS: Rebecca Manor Losu, Daniel Morrison, Yeboah Kwaku Opoku

  KEYWORDS: Formative Assessment Practices, Academic Performance, Senior High School, Photosynthesis

  JOURNAL NAME: Open Access Library Journal, Vol.13 No.2, February 2, 2026

  ABSTRACT: This study sought to determine the effect of formative assessment practices on senior high school students’ academic performance in photosynthesis. The study was conducted at Kotoku Senior High School and used an action research design. The study employed a quantitative procedure to collect data. The purposive sampling technique was used to select an intact class of 65 Form 1 Home Economics students. Test was also used to gather data on the effect of formative assessment techniques on students’ academic performance before and after the intervention, as well as male and female students’ performance. Data were analysed using means, standard deviations and t-test analysis. The findings of the study revealed an improvement in students’ general academic performance. The study also highlighted an equitable performance of male and female students with the use of formative assessment techniques. Based on the findings, it was recommended that the school authorities at Kotoku Senior High School should provide enough teaching and learning materials to facilitate formative assessment practices in order to enhance the academic performance of students in biology concepts. Furthermore, biology teachers in Kotoku Senior High School should continue and adapt formative assessment practices to ensure equitable academic support for both male and female students. Thus, formative assessment practices are effective in enhancing students’ learning outcomes in biology.