Formative Assessments in Teaching and Learning Combinatorics Concepts of Grade 10 Mathematics in Sorsogon City, Philippines

Abstract

This study investigated which between individualized and collaborative formative assessments resulted in better student performance when implemented along with the use of PowerPoint in teaching and learning combinatorics concepts of Grade 10 Mathematics. The respondents in this study were all the Grade 10 students of Osiao Paglingap National High School, one of the coastal public secondary schools in the Schools Division of Sorsogon City. The instruments used were the researcher-made tests, the student participation checklist, and the anecdotal records. The data collected were analyzed using statistical tools such as weighted mean, independent samples t-test, and paired samples t-test. All tests were at 0.05 level of significance. Cohen’s d values were also obtained to determine the effect sizes of individualized and formative assessments as used in facilitating the learning sessions in each group of students. This study found that there was no significant difference between the performance of the two groups of students before the start of the learning sessions, hence, making the two groups ideal subjects of the study. Both groups were taught through direct instruction along with the use of PowerPoint. It was found that students exposed to collaborative formative assessments gained higher mean gain and post-test scores compared to those students who underwent individualized formative assessments. The difference between the performances of the two groups of students, however, was not significant. It has been concluded that both individualized and collaborative formative assessments played an important role in checking the students’ understanding during the teaching and learning of the combinatorics concepts of Grade 10 Mathematics. It was recommended that studies similar to this research be conducted while considering other groups of students according to their diversity. In addition, another group of students that will experience a researcher-designed combination of individualized and collaborative formative assessments may be included in the study.