The effect of open-ended questions in formative evaluation on the attitude towards mathematic of middle school students in Miyaneh

Document Type : Original Article

Authors

1 Department of Electrical Engineering, Miyaneh Branch, Islamic Azad University, Miyaneh, Iran

2 Department of Mathematic, Miyaneh Branch, Islamic Azad University, Miyaneh, Iran

10.48310/rme.2025.17767.1101

Abstract

Background and Objectives: The current research was conducted with the aim of investigating the effect of using open-ended questions in formative assessment on the attitudes towards mathematics among middle school students. Methods: The statistical population of the research included first-year middle school students in Miyaneh. Using a multistage cluster random sampling method, 50 students were selected from one school and the same grade level (eighth grade). They were then randomly divided into two groups: experimental (25 students) and control (25 students). A quasi-experimental research design was employed, specifically a pretest-posttest design. The data collection instrument for the research was the Fennema-Sherman Mathematics Attitudes Scale. The reliability of the questionnaire was calculated using Cronbach's alpha coefficient, which was 0.971. Descriptive and inferential statistics (analysis of covariance) were used for data analysis. First, pretests of mathematical attitudes were administered to both groups; then, the experimental group underwent formative assessment with open-ended questions, while the control group underwent traditional assessment using closed-ended questions over a one-month period. After the completion of the intervention, posttests were administered to both groups. Findings: The results of data analysis using SPSS software indicated the significant differences in the scores of the two groups, demonstrating the effectiveness of using open-ended questions in formative assessment on attitudes towards mathematics, mathematical confidence, and perceptions of the difficulty of mathematics. Conclusion: The use of open-ended questions in developmental assessment is effective in increasing students' attitudes toward mathematics in secondary school and has a positive impact.

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