AN IN-DEPTH ANALYSIS OF THE IMPACT OF FORMATIVE ASSESSMENTS ON STUDENTS’ MASTERY OF MATHEMATICAL CONCEPTS AND SKILLS

Education

The purpose of this study was to investigate the impact of formative assessments, such as quizzes, homework, peer assessment, and in-class activities on the mathematical concepts and skills of Grade 9 students at Sta. Josefa National High School for the academic year 2024-2025. Using a quasi-experimental design, specifically a two-group pretest-posttest design. The study included 52 students divided into two groups: a control group with limited exposure to formative assessment and an experimental group with frequent formative assessment. Pretests and posttests were used to measure students’ mastery of mathematical concepts, particularly geometry. The study's data were analyzed using descriptive statistics, an independent t-test, and a paired t-test. The results showed that both groups improved from pretest to posttest. However, the experimental group made much greater improvements, moving from "Not Mastered" to "Nearing Mastery" more evidently than the control group. The t-test showed that the scores of the control and experimental groups on the pretest did not differ significantly. It indicates that the two groups had similar levels of mathematical understanding before implementing formative assessments. Posttest results revealed that the experimental group differed significantly from the control group. The findings revealed a statistically significant improvement in students' performance who experience regular formative assessments. In conclusion, the study affirms that formative assessment is an effective tool in enhancing mathematics learning outcomes and recommends regular integration into classroom instruction.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.