The Effects of Learning Management Based on the Assessment for Learning Approach on Academic Achievement and Learning Retention of Undergraduate Students

Abstract

This study aimed to examine the learning achievement and learning retention of undergraduate students following instruction based on the concept of Assessment for Learning and to explore students’ perceptions and experiences of learning management under this approach. The sample consisted of 31 undergraduate students from the Faculty of Education, Thaksin University, who enrolled in the course Measurement, Evaluation, and Educational Quality Assurance during the first semester of the 2025 academic year. The research instruments included learning management plans, an achievement test administered as a pre-test, an immediate post-test, and a delayed post-test two weeks after instruction, as well as a semi-structured interview form. Quantitative data were analyzed using descriptive statistics and a paired-samples t-test, while qualitative data were analyzed through thematic analysis.

The results indicated that students’ academic achievement after instruction was significantly higher than before instruction at the .05 level. In addition, the delayed post-test scores were not significantly different from the immediate post-test scores, indicating the retention of learning. The qualitative findings revealed that students had positive perceptions and experiences regarding learning under the AfL approach. Key mechanisms supporting learning retention included clear learning goals and success criteria, the provision of developmental feedback, opportunities for self-assessment and peer assessment, active engagement in learning activities, and the practice of knowledge retrieval during the learning process.