This research looks at the influence of including a digital Multiple-Choice Question (MCQ) exercise system as a formative assessment tool in Grade 11 physics instruction. The goals are to evaluate the system's efficiency and investigate its implications for formative assessment techniques. Using stratified random selection, 110 Grade 11 physics students are chosen as participants in a novel case study approach. The solution consists of incorporating a digital MCQ exercise system into formative assessment methods. Data gathering includes pre- and post-assessment exams, questionnaires, and interviews to comprehensively understand the impact of the intervention. The success of the digital tool is assessed using rigorous quantitative and qualitative evaluations. Quantitative data show a statistically significant improvement in student performance, while qualitative findings show improved engagement, perceived learning benefits, and positive behavioral changes among students. The discussion contextualizes these findings within the larger framework of formative assessment in Grade 11 physics, comparing them to earlier research to validate their uniqueness. Finally, our research presents empirical data to justify using a digital MCQ practice system in Grade 11 physics instruction. The findings highlight the potential for revolutionary educational practices, which are consistent with the larger aims of educational digital transformation. Recognizing its limitations, the study offers future research topics, such as multi-site studies and long-term evaluations, to deepen our understanding of this exciting formative assessment technique.
Tran et al. (Fri,) studied this question.
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