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This study examined the impacts of Interactive–Invention Instruction with PreLesson Assignments (PLA) and Weekly Formative Tests Assessment Strategies (WFTAS) on students with low achievement in Physics in Ibadan, Nigeria. Pre-test post-test quasiexperimental research design and ninety Senior Secondary II students participated in the study. Two experimental groups and control were taught using Interactive-invention instruction, in addition, experimental group (1) was exposed to PLA while group (2) was exposed to WFTAS but the control group was only taught with interactive-invention instruction. Physics Achievement Test (r=0.89) and three teachers guides were instruments used while analysis of covariance (ANCOVA) was used to analyse the data. The treatments had significant main effect on low achieving students’ achievements in physics (F(2,75) =9.205; p<0.05, partial η2 = 0.197). Low achieving students exposed to the treatments obtained a higher post-test mean score of 14.10 for PLA, 16.02 for WFTAS, than those exposed to Interactive-invention instruction only 11.47. It was therefore concluded that the pre-lesson assignments and weekly formative tests assessment strategies improved the performance of low achieving students in physics. It was recommended that teachers identify students with low achievement early and inter-twine their chosen instructional strategies with Pre-Lesson Assignment and Weekly Formative Test Assignment.

Pre-lesson assignments and formative assessment strategies with interactive invention instruction on low achievers in physics