Effect of Formative Assessment on Students’ Conceptual Understanding of Physics Concepts among Secondary Schools in Ngoma District, Rwanda
Author: Gapfizi Peter (University of Rwanda) and Prof. Jean Uwamahoro, PhD (University of Rwanda) Abstract: This study sought to establish the impact of formative assessment strategies on A-level students’ conceptual understanding of modern physics in selected secondary schools in Ngoma District, Rwanda using the experimental research design and a questionnaire as data collecting instrument. The […]