EFFECT OF GAME BASED FORMATIVE ASSESSMENT ON THE COGNITIVE ABILITY OF THE STUDENTS IN GOVT. NON-FORMAL PRIMARY SCHOOLS

Abstract

Game-based formative assessment is an effective strategy to raise student cognitive ability in non-formal basic education programs. Research highlighted game-based formative assessment’s impact on student cognitive development. The purpose of the study to find the effect of GBFA on Cognitive ability of learners of non-formal education which is always reported low. This study is based on positivist paradigm followed by true experimental design having GBFA as independent variable and dependent was cognitive ability. The study consisted of 390 basic literacy schools in Khushab. Pre-test and Post-test was employed to find out their cognitive ability. The assessment tool consists of a 40-item MCQ instrument that originates from the science textbook to determine the cognitive ability on learning focusing on Bloom’s Taxonomy’s cognitive domain with 1^st three subdomains. Objectives of the study were measured through data collection procedure, t-tests and paired sample t-tests was used to analyze pre and after intervention results. The research findings revealed that students participating in game-based formative assessment acquire superior cognitive abilities. The study shows the necessity of adopting interactive teaching tools with government backing to improve student active involvement and learning results in non-formal classrooms. Educators along with policy makers may utilize the study findings to apply game-based formative assessment effectively which maximizes learning benefits in non-formal educational contexts.

Keywords: Game-based formative assessment, academic performance, non-formal education, cognitive ability, motivation, engagement.