The effect of experiential learning models and formative test forms on the learning science outcomes by controlling students’ prior knowledge in junior high school

Abstract

This study examined the impact of formative exam forms and the experiential learning model on the science learning of first state junior high school students. A 2×2 factorial design was used, with 111 students selected from 205. Data were collected using a diagnostic test, essay, and objective test instruments. MANCOVA was used to evaluate the data. Results showed that there was an interaction effect between learning models and formative tests on students’ science learning outcomes (F = 111.2; p < .05), students following the experiential learning model had higher learning outcomes than those following the direct learning model (t = -5.401; p < .05). Students learning with essay tests had higher outcomes than those learning with multiple-choice tests (t = -6.176; p < .05). According to the study, to improve the caliber of scientific instruction in junior high school, teachers should implement the experiential learning approach in conjunction with an essay test.