Effectiveness of an Action Research Intervention Based on Formative Assessment Strategies in Improving Cognitive Learning Outcomes among Female Students in the Third Year of Intermediate School

Abstract

This study examined changes in cognitive learning outcomes associated with an action research intervention based on formative assessment strategies among female students in the third year of intermediate school learning English. A one-group pretest–posttest design was used with 38 students; behavioral responses were tracked for a purposively selected subgroup of five students who showed low levels of response. Data were collected using a 30-item achievement test covering vocabulary, grammar, and reading comprehension, and a 10-indicator observation checklist. The two-week intervention incorporated short quizzes, exit tickets, corrective feedback, self-assessment, and peer assessment. Mean achievement scores increased from 14.32 at pretest to 25.89 at posttest, with a mean difference of 11.58 points (t = 7.822, p < .001; Cohen’s dz = 1.27). The mean behavioral response rate among the five tracked students increased from 23.40% at the beginning of the intervention to 83.70% at its conclusion. Friedman’s test indicated statistically significant differences across the three observations (p = .007), whereas exact pairwise comparisons using the Wilcoxon test did not reach statistical significance. The findings indicate improvement concurrent with the intervention. However, they should be interpreted in light of the one-group design, the small behavioral subsample, and the short implementation period; this design does not establish that the intervention alone caused the observed improvement.