This study aims to test the effects of essay tests and learning methods on students’ chemistry learning
outcomes. The sample of this study was drawn from grade 11 students at Jambi State Senior High
Schools through a multi-stage random sampling technique. Within a factorial experimental design, the
data were analyzed using the covariance analysis technique (ANCOVA) with Tukey's test. The
experimental procedure was carried out using the requirement tests (e.g., normality and homogeneity).
The results showed that Chemistry learning outcomes of the students, who were exposed to the use of
higher contextual learning methods, were better than the control group, who were instructed with
conventional learning methods. Also, the present study pointed to an interaction between the effects of
formative tests and learning methods on chemistry learning outcomes when the influences of early skills
were controlled. In light of these findings, the present study suggests that teachers use related teaching
methods and essay tests to empower their students ‘learning processes.
Keywords: Basic skills, chemistry learning outcomes, essay tests, learning methods.