the effect of two gamification formative assessment tools on the achievement of tenth female graders in chemistry
This study aimed to investigate the effect of utilizing two Gamification applications called Quizizz and Kahoot! as formative assessment tools in improving the achievement of tenth grade female students in chemistry subject in Amman. To achieve this, the quasi-experimental method was used, and an achievement test was developed; its validity and reliability were confirmed. The subjects of the study consisted of (65) students from the tenth grade of the American programme in a school in Amman which was randomly divided into three groups: a first experimental group consisted of 22 students that used Quizizz as a gamification application, and a second experimental group consisted of 23 students that used Kahoot! as a gamification application, and a third group consisted of 20 students as a control group that did not use any gamification application. The results revealed that there were statistically significant differences at (a ≤ 0.05) between the control group from one side and between each of Quizizz and Kahoot! experimental groups from the other side in favor of each experimental group. However, the findings showed that there were no statistically significant differences between the Quizizz and Kahoot! assessment tools, suggesting that both digital tools are equally effective in enhancing student performance. The study recommended to: integrate digital formative assessment tools such as Quizizz and Kahoot! into the curriculum to enhance student engagement and performance, and propose a professional development programme to train teachers to employ digital assessment tools effectively. (Author's abstract)