Effect of Daily Class Assignment on Academic Achievement and Academic Anxiety of Senior Secondary School Students

Abstract

This paper spotlighted findings of the Effect of Daily Class Assignments as a formative assessment technique on the Academic Achievement and Academic Anxiety of Senior Secondary Students. This assessment strategy was designed to revamp assessment, remove constraints, and make teaching learning more powerful. The experiment was conducted on students of 11th standard; a pre-test was taken to equalize both the experimental and control group. After equalization, economics was taught for 15 days to both groups, but DCA evaluation through DCA was done only for the experimental group after teaching, while the other was left uninterrupted after teaching. Post-test of Academic achievement and anxiety was administered to both groups to determine the effect of DCA. Results pictured the positive impact of DCA on Academic Achievement, but no difference was seen in the Academic Anxiety of students after the experiment.