Traditional Paper-Based Versus Electronic Formative Assessments in Achievement of Course Learning Outcomes

Abstract

Formative assessment serves as both a measurement and instructional tool in academia by providing continuous feedback to refine teaching strategies in real time and guides students towards achievement of course learning outcomes. While traditional paper-based method of formative assessments remains widely used in practice, electronic assessments are rapidly gaining momentum due to scalability, immediate feedback and enhanced student engagement. This study evaluated the impact of formative assessments on students’ achievement of CLOs across different domains of learning and comparison of traditional versus electronic formats. Data was collected from selected courses within a six-year bachelor’s degree program during the academic year 2024–2025 with predetermined inclusion and exclusion criteria to ensure consistency and reliability. Convenience non-probability sampling technique was adopted, and sample size determination was conducted using G*power software, and data analysis was performed using SPSS version 28. Pearson correlation analysis demonstrated positive relationship between performance of students in formative assessments and CLO achievement in the two learning domains out of three at the end of the course {knowledge (r=0.80) and values (r=0.88)}, with overall r=0.86. The number of assessments carried out in electronic mode showed a stronger correlation with CLO achievement (r=0.61) than the traditional paper-based methods (r=0.29). Furthermore, study findings indicate that the formative assessments frequency especially through electronic mode strongly influences CLO achievement and overall student learning. Hence, institutions can integrate formative assessments in its academic structure, assessment schedules, and quality of feedback, and implement digital platforms to increase student engagements in the courses.