A Multiple Choice Type of Formative Test: Its Impact on the Performance Level of Selected Grade 10 Students of the Camp Vicente Lim National High School for the School Year 2016-2017

Abstract

INTRODUCTION

Students' performance in mathematics is always low as compared to other learning areas from the national level down to school level achievement test. But, Mathematics teachers are constantly devising and implementing a new plan on how to improve students' mathematical performance. The intervention has become an important way for teachers to ensure that all students succeed in today's life. The researcher made use of Multiple Choice type of formative test as intervention materials for improving students' performance. The scores of students every quarter were monitored to determine the development of the intervention used.

METHODS

The researcher used descriptive research design and used the paired samples t-Test using one group only. Purposive sampling was used to determine the 30 students from Grade 10 Cronus of CampVicente Lim National High School for the school year 2016-2017. They were students who have at least satisfactory performance in Mathematics during their previous year. The mean difference and the difference in the standard deviation of the pre-test and post-test were computed and compared.

RESULTS

An analysis of the pre-test results in the performance of the students before and after using the multiple choice type of formative test was determined. A fifty-item test was given to students as pre-test and post-test. The mean percentage score in the pre-test result was 30. 64% with a mean result of 15. 32. After using the intervention materials, the mean percentage score of the post-test was 59. 44% with a mean result of 29. 72. The computed t-value was 20. 002 and was greater than tabulated t-value. Findings showed that there was a significant difference in the performance of students before and after the utilization of the multiple choice type of formative test. Thus, these results provided evidence that using intervention materials in teaching and learning mathematics were effective.

DISCUSSIONS

Results showed that there was a significant difference in the result of the t-tests since the calculated t-values exceeded the critical value. This showed that there is a significant difference in the performance of students before and after the implementation of the multiple choice type of formative test in teaching mathematics. The results implied that the intervention material is proven effective in improving students' achievement in mathematics 10 and it should be implemented to other secondary schools in the Division of Calamba City.