Evaluating the Impact of Online Formative Assessment on Student Performance and Perceptions: A Quasi-experimental Study From Saudi Higher Education

This quasi-experimental study explores the impact of online formative assessments (OFA), specifically through frequent online quizzes, on learning outcomes and student perceptions in an introductory computer education course at a Saudi Arabian university.The research involved 28 female students, divided equally into an experimental group (weekly online quizzes in addition to standard exams) and a control group (midterm and final exams only).Learning performance was measured using pre-and post-tests, while student perceptions were gathered through a structured questionnaire.Although post-test scores did not significantly differ between groups, the experimental group showed marked improvement from pre-to post-test, suggesting a positive effect of frequent quizzing on learning progression.Furthermore, students in the experimental group reported favorable perceptions of the quizzes, viewing them as helpful tools for reinforcing understanding and preparing for exams.This study contributes to the growing body of research on formative assessment by highlighting how the integration of OFA with self-regulated learning principles can promote learner autonomy and engagement-particularly within underrepresented higher education contexts such as Saudi Arabia.By bringing attention to the pedagogical value of continuous assessment in diverse cultural and institutional settings, the findings invite broader international dialogue on inclusive, context-aware strategies for enhancing student learning.Limitations include the small sample size and single-institution scope.Future research should involve larger, more diverse cohorts and examine the long-term impact of such assessment strategies across different disciplines and learning environments.