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Implementing Formative Assessment in Chemistry Education Classroom

Instruction using Kahoot! Online Resources

Conference Paper · June 2024

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3. BİLSEL INTERNATIONAL AHLAT SCIENTIFIC RESEARCHES CONGRESS, 08/09 JUNE, 2024
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CONGRESS TITLE
3. BİLSEL INTERNATIONAL AHLAT SCIENTIFIC RESEARCHES CONGRESS
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ORGANIZING COMMITTEE
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University Academician Representative
Prof. Dr. Aitkul MAKHAYEVA/Abai Kazakh National Pedagogical University
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 3. BİLSEL INTERNATIONAL AHLAT SCIENTIFIC RESEARCHES CONGRESS

IMPLEMENTING FORMATIVE ASSESSMENT IN CHEMISTRY EDUCATION CLASSROOM

INSTRUCTION USING KAHOOT! ONLINE RESOURCES

Hassan Aliyu 1,
Corrienna Abdul Talib 2,
Faruku Aliyu 3
1&3
Department of Science Education, Faculty of Education, Sokoto State University, Sokoto, Nigeria
2
Department of Science, Mathematics and Creative Multimedia, School of Education, Faculty of Social Science
and Humanities, Universiti Teknology Malaysia
*Correspondingauthor: [email protected]

Abstract:
The effective ideas or approaches included in game designs to encourage positive learning outcomes contribute to
the engaging learning experience of game playing, even though fun and entertainment are typically what first draw
individuals to games. Some of the most important factors in gamified instruction are concentration, focus,
motivation, interest and engagement. Kahoot! is a platform for game-based learning that can be used to assess
students' knowledge, revise their understanding, or give pupils a break from routine lessons. Kahoot! is one of the
most popular game-based learning systems, with over 70 million monthly active unique users; more than 2.5 billion
individuals from more than 200 countries have used it. This study implements formative assessment in chemistry
education classroom instruction using Kahoot! to monitor students’ development and assess their interest in
learning. The action research adopted experiments and survey design. Thus, two different instruments (test and
survey) were designed for obtaining data from 32 enrolled undergraduate chemistry education students at Sokoto
State University. A paired-sample t-test was conducted to monitor students’ development between different test
scores performed by the same respondents. The result indicated that while pairs 3 and 4 had no significant
difference, there was a significant difference between pairs 1, pair 2, pair 5 and pair 6. Moreover, the results also
revealed that there is an effective enhancement of students’ interest when Kahoot! is implemented as a tool for
formative assessment in chemistry instructions. Kahoot! consists of alternatives like discourse, quizzes, and
surveys that make learning hard, entertaining, and engaging. It is a free online game-based program. The study
concluded that teachers should cautiously reap the benefits of Kahoot! in engaging, interesting, and monitoring
students’ development in learning.

Keywords: Kahoot!, Chemistry, Formative assessment, Instruction, Classroom.

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▪ INTRODUCTION
In order to increase student engagement and motivation, technology is becoming more and more integrated
into educational settings. The factors that define the quality of e-learning are the student participation, interactive
classroom environment, instructional games, and activities, which are features of electronic learning (Gokbulut,
2020). Indeed, the rapid rise in interactive technology availability and affordability has influenced the use of games
in educational science (Licorish et al., 2018).
The effective ideas or approaches included in game designs to encourage positive learning outcomes
contribute to the engaging learning experience of game playing, even though fun and entertainment are typically
what first draw individuals to games. Some of the most important factors in gamified instruction are concentration,
focus, motivation, interest and engagement (Aliyu et al., 2021; Bicen & Kocakoyun, 2018; Cárdenas-Moncada,
2020; Chen et al., 2016; Kaur & Nadarajan, 2020; Kaur & Naderajan, 2019; Mohd Muhridza et al., 2018; Reynolds
& Taylor, n.d.; Sanga Lamsari Purba et al., 2019; Tóth et al., 2019; Zarzycka-Piskorz, 2018). Along with these
characteristics and the principles of effective learning, well-designed digital games can encourage and support
learning by giving players chances to actively and critically explore, practise, and reflect on their ideas in a
problem-based, contextual, and low-risk context. According to Li & Tsai (2013), while playing games, learning
happens organically. As stated by Gee (2007), ‘‘you can- not play a game if you cannot learn it”.
Student participation in the classroom activities is crucial to their learning because it fosters stronger bonds
between them, improves communication, and enables them to learn and practise new skills. When students are
actively involved in the learning process, they commit to it, comprehend the learning objectives and goals, and
continue to be motivated to learn. In order to make large courses more interactive, student response systems (SRSs)
were created in the 1960s and have been utilized in classrooms since the early 1970s. One of the SRSs that
included game components to boost student participation during class learning was clickers. According to Wang &
Tahir, (2020b), The first SRS to use game design techniques from the theories of intrinsic motivation and
gameflow was Kahoot!, which offered a gaming experience. When Kahoot! was introduced, it stood apart from the
other SRSs because it placed a major emphasis on being a gaming platform. As a result, it is categorized as a game-
based student response system (GSRS) (Cárdenas-Moncada, 2020; Wang, 2015; Wang & Tahir, 2020).
The teacher launches Kahoot!, a game-based student response system (GSRS), in a web browser on a laptop
attached to a huge screen. There is a tool for making quizzes that allows you to include YouTube videos and
images in the questions. Additionally, it enables you to publish, distribute, and amend quizzes that you've created.
The students will enter the system using a nickname and a game pin (a number) to play Kahoot! For the purpose of

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earning the higher points, the students' objective is to correctly respond to the question as fast as they can. Four or
fewer possible responses are presented on the huge screen alongside the question, each in a different color with
corresponding graphic symbols. The students react by selecting the color and symbol they think represents the right
response. When everyone has answered the question, the system will display the results so that students can see
which response was accurate and what portion of the class got it right. The names of the first, second, and third
participants are displayed at the top of the screen, along with a score for each student's correctness and timeliness in
responding.
▪ PROBLEM STATEMENT
Wang & Tahir (2020), claims that when the class is full, most teachers are aware of the difficulty in
maintaining students' motivation, involvement, and attentiveness during direct instruction. Learning outcomes can
be reduced and the classroom environment can become unpleasant when students are not motivated, engaged, or
focused during class. There are several examples of game-based learning being used both within and outside of the
classroom, along with evaluations of their impact on classroom dynamics, engagement, learning, enjoyment,
concentration and motivation. With the exception of the Murciano-Calles (2020) study, the majority of the studies
in this field concentrates on assessments of the implementation of game-based learning and the influence they have
on students, showing that a beneficial impact has been accomplished when compared to more conventional
instructional strategies.
A study conducted by Murciano-Calles (2020) to determine Kahoot's effectiveness! for chemistry students
as a higher education evaluation tool with a comparison to other conventional techniques, including problem
solving. The findings of this study reveal that the intrinsic challenge of answering a difficult topic or problem is
favored over the competitive incentive and playfulness of a game. Although the result of the study could be useful
in a small classroom setting, it may not be in a large learning environment. Games and game components can affect
learning results, subjective experience, and behavior, according to research conducted in educational contexts,
nonetheless, according to Wang & Lieberoth (2016) these factors are often intermingled within studies. The class
was divided into smaller groups, questions were posed to the audience, audience responses (systems) were used,
cases the students could work on were introduced, written material was used, debates, reaction panels, and guest
speakers were organized, simulations and role-plays were used, videos and audio-visual aids were used, and
effective presentation techniques were used by many teachers to make lectures more interactive.
Arcoding to Tahir and Wang (2020) A game-based learning platform called Kahoot! can be used to check
students' knowledge, for formative evaluation, or as a diversion from routine lessons. Kahoot! was used by Ismail

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and Mohammad (2017) to foster learning among 113 first-year medical school students in Malaysia. The study
examined gender disparities in Kahoot! use as well as the efficacy of two assessment systems, Kahoot! and an e-
learning portal. The findings showed that Kahoot! is a useful assessment tool since it is simple to use, practical,
engaging, and amusing.
Furthermore, a study conducted by Bicen & Kocakoyun (2018b) to examine the impact of the online game
Kahoot!, which is focused on scientific word acquisition, on secondary school students who had trouble
understanding physical science classes, reveals that when the Kahoot! is played twice a week, there seemed to be
increased in task and focus of students’ behavior. According to the findings of a study on student satisfaction,
students enjoyed playing Kahoot! and they found it to be user-friendly. Kahoot! aims to enhance classroom
dynamics and learning results by increasing participation, motivation, fun, and attentiveness. Kahoot! can have a
favorable impact on learning capacity, instructional techniques, teachers' and students' attitudes, including anxiety
of the students, according to a study by Wang and Tahir (2020) that looked into the relationship between the tool
and these factors.
According to studies (Cárdenas-Moncada, 2020; Gokbulut, 2020; Licorish et al., 2017; Murciano-Calles,
2020; Prieto et al., 2019; Tóth et al., 2019; Wang & Lieberoth, 2016; Wang & Tahir, 2020), learners that take part
in the classroom task learn something beyond passive recipients of knowledge. This means that there is possibility
of achieving improved understanding and learning outcome when students are effectively engaged during
classroom instruction. The objective of Kahoot! aims to enhance learning outcomes and instructional techniques by
raising participation, motivation, fun, and focus. Kahoot! is a platform for game-based learning that can be used to
check students' knowledge, revise their understanding, or give pupils a break from routine lessons.
▪ OBJECTIVES OF THE STUDY
Students’ learning is developed and monitored by teachers during instruction in the classroom through
formative assessment. However, because of the ease of use and the practical implications of game-based student
response as effective cognitive tools, researchers implemented Kahoot!'s online game as an assessment tool:
i. to monitor and assess students’ development when learning chemical concepts
ii. to assess students’ interests when learning chemical concepts.

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▪ METHOD
This study is an action research project that monitors and evaluates chemistry students’ development in
learning chemical concepts. There are 32 students who have enrolled in the course titled "History and Philosophy
of Chemistry". This course is a two-unit undergraduate three-hundred level core subject for chemistry education
students at Sokoto State University. It is taught one day a week for about thirteen weeks in a semester, after which
an end-of-semester summative assessment will be conducted. Each week, students are assessed thrice, at the start,
mid, and end periods of the lesson, for a duration of five minutes each. At the start of the lesson, students are
evaluated on their current knowledge of the concept to be taught. At the mid period, students’ development is
monitored, while the final evaluation is done at the end of the lesson to ascertain attainment of the set objectives.
This way, lessons are conveyed to the students in a fun and challenging manner that stimulates the learners'
curiosity.

Figure 1. Chemical Bonding assessment created by chemistry teacher on Kahoot!! platform

(retrieved from https://Kahoot!.com)

Two different instruments were used for the study. Firstly, a total of 10 different five-minute online Kahoot!
game multiple choice tests are designed for the whole content of the "History and Philosophy of Chemistry",
including introduction, history of chemistry, philosophy of chemistry, philosophers, and the development of
chemistry in the Nigerian educational system and goals of science education in Nigeria. Secondly, an online survey
was adapted from Bicen & Kocakoyun, 2018; Kaur & Naderajan, 2019; and Wang & Lieberoth, 2016 to assess
students' perception and engagement during instructions supplemented by the Kahoot! online game. This
instrument, Students' Perception and Engagement on the Kahoot! Instructional Game Questionnaire (SPEKIGS),
was developed on a four-point Likert scale of agreement.

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If the data is ordinal, Cronbach's alpha can be used to calculate the internal consistency of a test with more
than two options, such as the Likert scale (Tavakol & Dennick, 2011). Thus, the alternative responses were scored
1, 2, 3, and 4 from the anchor of the Likert scale of agreement (strongly disagree, disagree, agree, and strongly
agree, respectively). These scores were later keyed into SPSS 25 to determine the reliability of the items as well as
other analyses. Tavakol & Dennick (2011) also provide an interpretation of the value of Cronbach's Alpha, which
is shown in Table 1 below. This interpretation can be used to determine if the test items measure the same concept
or whether they are closely related. The reliability increases as the value approaches 1.00.
Table 1. Cronbach's alpha reliability index interpretation, Tavakol & Dennick (2011)
Cronbach’s Alpha Internal Consistency
α ≥ 0.9 Excellent
0.9 > α ≥ 0.8 Good
0.8 > α ≥ 0.7 Acceptable
0.7 > α ≥ 0.6 Questionable
0.6 > α ≥ 0.5 Poor
0.5 > α Unacceptable
Table 1 does, however, display the instrument's Cronbach's alpha values. The dependability of the scale
increases with the Cronbach's alpha coefficient of reliability (Santos, 2013). In other words, the reliability is better
and there are more items measuring the same construct when the coefficient value is close to 1.00.
Table 2. The instrument's Cronbach's Alpha reliability coefficient
Cronbach’s Cronbach’s Alpha N of
Alpha Based On Items
Standardized Items
.920 .940 10
From Table 2, it is clear that the instrument is reliable based on the p-value of 0.920. This is because the p-
value is close to 1.
▪ RESULT AND DISCUSSION
The data obtained was keyed into Microsoft Excel and later computed in the Statistical Package for Social
Science (SPSS) version 25. Since the respondents are undergraduate students of chemistry education, only gender
was considered as the demographic information of the respondents of the study indicated in Figure 1. Furthermore,
the students’ development and interest in learning are analysed using a paired sample t-test and the standard
deviation, respectively.

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Figure 1. Gender of the respondents

Figure 2 indicates that while 3 (that is 9%) of the respondents are females, about 29 (that is 91%) of them are
males. This result indicates that there are more male students taking "history and philosophy of chemistry" than
females.
Table 2: Paired sample t-test for students’ development in learning (formative assessment)
Std. Sig.
Mean t df
Deviation (2-tailed)
Pair 1 WEEK1 - WEEK3 -3759.438 2111.906 -10.070 31 0.000
Pair 2 WEEK3 - WEEK5 -11519.375 22060.288 -2.954 31 0.006
Pair 3 WEEK5 - WEEK7 -379.063 33922.863 -0.063 31 0.950
WEEK7 -
Pair 4 3394.281 23205.544 0.827 31 0.414
WEEK10
Pair 5 WEEK1 - WEEK5 -15278.813 22067.304 -3.917 31 0.000
WEEK1 -
Pair 6 -12263.594 2492.573 -27.832 31 0.000
WEEK10
It can be observed from Table 2 that the first pair of 1st and 3rd test p-value = 0.000 is less than 0.05
significant level, which indicates that there is a significant difference between the two scores of the same
individual. Similarly, the second pair of 3rd and 5th tests p-value = 0.006 is less than 0.05 significant level, also
indicating that there is a significant difference between the two scores. However, the third pair of 5th and 7th test p-
value = 0.950 is greater than the 0.05 significant level, revealing that there is no significant difference between the
two scores. The fourth pair of 7th and 10th test p-value = 0.414, which is greater than the 0.05 significant level,
which indicates that there is no significant difference between the two scores. While the fifth pair of the 1st and 5th
test p-value = 0.000, the sixth pair of the 1st and 10th test p-value = 0.000, revealing that there is a significant

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difference between the scores. These results reveal that students perform woefully on the first test but do better on
the subsequent tests, in which the last test has the highest scores.
Table 3: Statistics of students’ interest when Kahoot!! is used as a tool for formative assessment
Std.
SD D A SA Total Mean
SN Items Dev
1 A gamification method increases 0 1 5 26 32 3.78 0.49
my interest in the lesson
2 I prefer my teacher to conduct 0 0 2 30 32 3.94 0.25
Kahoot!! activities at least twice
a week.
3 Using a gamification method on 0 1 12 19 32 3.56 0.56
my smartphone makes me feel
better.
4 I want gamification methods to 0 0 5 27 32 3.84 0.37
be used in other lessons as well
5 Winning badges through a 0 1 0 31 32 3.94 0.35
gamification method makes me
feel important
6 I will study more to become more 0 0 0 32 32 4.00 0.00
successful via gamification
methods.
7 The gamification method allows 0 1 2 29 32 3.88 0.42
me to see my achievement status
and improve myself in the areas
that I am weak in
8 I feel motivated when I compete 0 0 0 32 32 4.00 0.00
with my friends to get higher
scores in Kahoot!! game
9 I feel positive towards my 0 0 0 32 32 4.00 0.00
learning when I participate in
Kahoot!! games
10 The scoring system of Kahoot! 0 0 1 31 32 3.97 0.18
increases the ambition of students
to be a top-five scorer
It can be observed from Table 3 that items 6, 8, and 9 have a mean value of 4.00 with a 0.00 standard
deviation. This means that the data for items 6, 8, and 9 are completely centred on the mean. Consequently, the
items 5, 1, 7, 4, 5, 2, and 10 have their standard deviation a little bit spread around the mean. Generally, the mean
values of all items revealed that there is an effective enhancement of students’ interest when Kahoot!! is
implemented as a tool for formative assessment in chemistry instructions. To make the result clearer, Figure 2
represents the chart of the mean and standard deviation of the data.

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Figure 3: Mean and standard deviation of the data

It can be observed that items 6,8 & 9 have uniform data while item 3 has wide spread data. This means that
all respondents strongly agree on items 6, 8, and 9. Although few respondents have other opinions, most strongly
agree with items 5,1,7,4,5,2 & 10.
▪ CONCLUSION
A paired-sample t-test was conducted to monitor students’ development between different test scores
performed by the same respondents. The result indicated that while pairs 3 and 4 had no significant difference,
there was a significant difference between pairs 1, pair 2, pair5 and pair6. Moreover, the results also revealed that
there is an effective enhancement of students’ interest when Kahoot!! is implemented as a tool for formative
assessment in chemistry instructions.
The main difficulties cited by students, which also similar to Wang & Tahir (2020), include technical issues
like undependable internet access, difficult-to-read questions and responses on a screen projected, the inability to
modify a response after submitting, hectic time constraints for providing answers, a lack of time to respond, fear of
failing, and difficulty catching up if an incorrect answer had been provided. With features like surveys,
conversations, and tests, Kahoot!, a free online game-based program, makes learning hard, entertaining, and
engaging (Yürük, 2019).

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