Game-Based Assessmentand Students' Academic Achievementin Mathematics 9

Abstract

INTRODUCTION

Assessment plays an important role in improving the teaching and learning outcome of every learner. Most of the time, paper pen test as a formative form of assessment in every lesson gives negative feedback among students. They find it boring and stressful which results to lower achievement in Mathematics. Thus, this study determined the effect of Game-Based Assessment in the academic achievement of the learners.

METHODS

Experimental research design was employed in this study using the Solomon Four Group design. The subjects of the study were the total population of one hundred seventeen (117) Grade 9 students; two (2) sections under the control group and two (2) sections under the experimental group. The z-test and analysis of variance (ANOVA) were utilized to determine the significant difference of the control and experimental groups.

RESULTS

Findings revealed that the level of academic achievement in pretest score both in control group and experimental group were almost the same with lower achievement. However, the posttest scores of the four groups revealed that the experimental groups were at the higher achievement. When students are exposed to GBA, their Mathematics achievements are better and higher compared to a paper and pen test.

DISCUSSIONS

The results showed that students had increased their academic achievement in the posttest because the game was attractive which captured their attention, motivated them in answering every question in the game leading to higher mean gain score compared to the students who were exposed to paper and pen test.