The Impact of Quicktest Drill in Solving Problems Involving Quadrilaterals of Grade 9 Students

Abstract

INTRODUCTION

The study aims to determine the effectiveness of the inclusion of QuicktestDrill on the performance of the selected Grade 9 students in Mathematics on the topic "Solving Problems Involving Quadrilaterals" during the Third Grading Period School Year 2018-2019. Most of the students memorize mathematical formulas without understanding which consequently affects their performances. Quicktest drill method was conducted to examine the student's performance and understanding of the topic.

METHODS

The quasi-experimental design was used in this study. Two groups of students were selected randomly as the experimental (using quicktest drill method) and control group (using conventional method) with 30 respondents in each group. Pre-test with 30 items was administered to both groups of respondents, to measure their performance in solving problems involving quadrilaterals before the Quicktest Drill was implemented. Post-test was then administered to both groups after the instruction about quadrilaterals. Data were gathered, analyzed and interpreted.

RESULTS

Based from the data gathered both groups showed no significance in the pre-test. The analysis showed that there is a significant difference in the performance of experimental group in pre-test and post-test since the computed t-value is 8.42 (tcrit = 1.699). The mean score of the experimental group in pre-test is 9.60 (SD = 5.68), while in post-test the mean value is 17.5 (SD = 13.27). The mean scores in the post-test of control and experimental group are 12.80 and 17.50 respectively.

DISCUSSIONS

Since there is no significant difference in the pre-test of both groups, it implies that they have the same level of performance. The significant difference in the performance of the experimental group in pre-test and post-test reveals that experimental group who used quicktest drill method shows higher performance level compared to the group who used conventional method of learning. It is supported by the mean score of experimental group and control group in post-test. It implies that quicktest drill method is effective in teaching-learning process.