Effects of technology-integrated formative assessment on students' conceptual and procedural knowledge in chemical equilibrium

The impacts of a technology-integrated formative assessment technique on students' conceptual and procedural knowledge in studying chemical equilibrium are studied this study. To attain the purpose, quasi-experimental pretest-posttest strategy nested with qualitative study method was adopted. has three groups: two experimental one comparative. A random sample utilized to select intact classes for treatment class comparison groups. Data collected using test, classroom observation. data examined descriptive (mean standard deviation) inferential statistics (one-way ANOVA, one-way MANOVA, Pearson product moment correlation). According findings, processes outperformed traditional techniques strategies alone enhancing practical understanding equilibrium. Similarly, when used, observations show that students have strong motivation learn instructor is more skilled than other teachers. Technology-integrated were shown be effective groups promoting learning