Effect of Performance Assessment based Instruction on Attitude towards Science at the Middle School Stage

Abstract

The study investigated the impact of performance assessment-based instruction on attitude towards science of students at the middle school stage. This study follows mix methods research design.  This study employed an explanatory sequential mixed methods design. For the quantitative analysis quasi experimental research design of non-equivalent pretest post-test control group design was used and for qualitative analysis focus group discussion was used. Class 8th students from one government school in the Bihar School Examination Board were selected as participants in the study. Intervention on performance assessment based instruction was given to the experimental group, and the traditional approach of instruction was followed for the control group for 45 days. The result revealed that the performance assessment based instruction positively changes the attitude of students towards science, while the result is supported by the statement of the focus group discussion. Also, the activity package on the performance assessment-based instruction fulfils the demand of modern classroom.