QUIZ BUDDY AS A PAIR ASSESSMENT AND ITS EFFECT ON STUDENT’S PERFORMANCE AND ATTITUDE TOWARDS MATHEMATICS Researcher: AZENITH A. GALLANO Master Teacher.

QUIZ BUDDY AS A PAIR ASSESSMENT AND ITS EFFECT ON STUDENT’S PERFORMANCE AND ATTITUDE

TOWARDS MATHEMATICS

Researcher:

AZENITH A. GALLANOMaster Teacher I in Math

Lucena City National High School

Purpose of the Action Research

To give a means on how to cope with some problems brought by overcrowded classes.

To reveal a way on how to improve students’ performance and attitude towards math.

To give students opportunity to share their knowledge.

Quiz Buddy

It refers to a student assigned to

another as a partner during quizzes

in which they are allowed to freely

discuss and process information collaboratively about an item in a quiz (Tandog & Parcutilo, 2010).

Research Questions

Subproblem 1.

What is the math performance level of students both in control and experimental groups before the implementation of Quiz Buddy? Is there a significant difference between them?

Subproblem 2.

What probable attitudes towards mathematics are being manifested by control and experimental groups before the implementation of Quiz Buddy? Is there a significant difference between them?

Subproblem 3.

What probable attitudes towards mathematics are being manifested by control and experimental groups after the implementation of Quiz Buddy? Is there a significant difference between them?

Subproblem 4.

Are there significant differences between control and experimental groups’ performances in quizzes and quarterly tests?

Subproblem 5.

Is there a relationship between performance and attitude towards mathematics?

Conceptual Framework

Control group

Experimental group

Eight Third

Year HS Regular Classes, all with more

than 45 students

each

o Pretest taken individually

o Survey on Attitude Towards Mathematics before the first two quarters

o Pretest taken individually

o Survey on Attitude Towards Mathematics before the first two quarters

1st and 2nd Quarterly

Quizzes taken with the

practice of Quiz Buddy

1st and 2nd Quarterly

Quizzes taken individually

o 1st and 2nd Quarterly Tests taken individually

o Survey on Attitude Towards Mathematics after the first two quarters

o 1st and 2nd Quarterly Tests taken individually

o Survey on Attitude Towards Mathematics after the first two quarters

Effect of practicing and not practicing Quiz Buddy on students’ performance and attitude

towards math

Related Literature

Lev Vygotsky’s Theory of Zone of Proximal Development (ZPD)

Interaction with peers is an effective way of developing skills and strategies (McLeod 2007).

Slavin’s Cooperative Learning Method

Cooperative learning methods have been proven effective in increasing motivation for learning and self-esteem (Johnson&Johnson, 1995; Johnson et.al., 1995; Slavin, 1995).

The National Council of Teachers of Mathematics (NCTM) stated that when assessment is an integral part of mathematics instruction, it contributes significantly to students’ mathematics learning.

There is a significant difference in the mean improvement of the peer tutored students versus the non peer tutored students in attitude towards mathematics (Novotni, 1985).

Research Design

The action research utilized quasi-experimental research design, a pretest-post test control group design in particular.

Research Variables and Their Measures

Quiz Buddy was analyzed through performance and attitude towards math.

Math Performance was based on the results in the first two quarterly tests.

Attitude towards mathematics was based on the responses in a survey.

Research Environment

Eight third year high school regular classes of the division of Lucena City, all with more than 45 students each, served as subjects of the action research.

The classes came from Cotta National High School (CNHS), Gulang-Gulang National High School (GNHS), Lucena City National High School (LCNHS), and Lucena Dalahican National High School (LDNHS). Two came from each school, with one as experimental group and the other as control group.

Sources of Data

Results in the pretest before the treatment was applied

Results in the quizzes with the practice of the pair assessment

Probable attitudes of the students towards math before and after the implementation of the Quiz Buddy

Scores in the first two quarterly tests Average in the two quarterly tests and

responses in the survey on attitudes towards mathematics after the two quarters

Statistical Treatment

Mean/ Weighted Mean Average

t-test

N

fxX

2

22

1

21

21

Ns

Ns

XXt

Standard deviation

Pearson’s Product Moment Correlation Coefficient

N

XXs

2

21

21

sNs

xxr

Results and Discussions

Math Performance Level of the Students Before the Implementation of Quiz Buddy

Mean Scores of Experimental

Groups

Mean Scores of Control

Groupst-value

CNHS 17.53 16.75 0.83

GNHS 18.3 18.6 -0.31

LCNHS 11.69 12.44 -0.76

LDNHS 16.43 16.56 -0.17

Probable Attitudes Towards Math of the Experimental and Control Groups Before the Implementation of the Quiz Buddy

Probable Attitudes Towards Mathematics

ExperimentalGroup

ControlGroup

Mean Rank Mean Rank

Math is one of the most important subjects for people to study. 3.37 3 3.58 1

Math is important in everyday life. 3.45 1 3.38 2

I believe studying math helps me with problem solving in other areas.

3.40 2 3.36 3

Math courses will be helpful no matter what I decide to study. 3.32 4 3.31 4

Determination If There Exists a Significant Difference Between the Attitudes Towards Mathematics of the Experimental and Control Groups Before the Implementation of the Quiz Buddy

Mean Scores of Experimental

Groups

Mean Scores of Control

Groupst-value

CNHS 30.94 32.14 -0.69

GNHS 31.38 31.22 0.11

LCNHS 31.15 31.18 -0.02

LDNHS 33.59 33.59 0

Probable Attitudes Towards Math of the Experimental and Control Groups After the Implementation of the Quiz Buddy

Probable Attitudes Towards Mathematics

ExperimentalGroup

ControlGroup

Mean Rank Mean Rank

Math is important in everyday life. 3.97 1 3.95 1

Math is one of the most important subjects for people to study. 3.82 2 3.91 2

I believe studying math helps me with problem solving in other areas.

3.77 3 3.85 3

Math courses will be helpful no matter what I decide to study. 3.76 4 3.77 4

Determination If There Exists a Significant Difference Between the Attitudes Towards Mathematics of the Experimental and Control Groups After the Implementation of the Quiz Buddy

Mean Scores of Experimental

Groups

Mean Scores of Control

Groupst-value

CNHS 33.92 36.12 -1.27

GNHS 34.58 34.52 0.05

LCNHS 38.08 37.57 0.39

LDNHS 36.11 35.11 0.79

Determination If There Exists a Significant Difference Between the Performances of the Experimental and Control Groups in the First Quarterly Quizzes

MPS of Experimental

Groups

MPS of Control Groups

t-value

CNHS 46.68% 36.11% 3.81

GNHS 51.87% 44.29% 1.99

LCNHS 50.49% 43.93% 2.05

LDNHS 32.38% 23.17% 5.59

Determination If There Exists a Significant Difference Between the Performances of the Experimental and Control Groups in the Second Quarterly Quizzes

MPS of Experimental

Groups

MPS of Control Groups

t-value

CNHS 34.35% 26.18% 2.53

GNHS 63.16% 54.05% 2.35

LCNHS 60.08% 48.8% 2.86

LDNHS 25.24% 20.02% 2.09

Determination If There Exists a Significant Difference Between the Performances of the Experimental and Control Groups in the First Quarterly Test

MPS of Experimental

Groups

MPS of Control Groups

t-value

CNHS 55.46% 49.14% 1.99

GNHS 46.54% 45.66% 0.37

LCNHS 47.14% 40.56% 2.04

LDNHS 49.22% 46.92% 0.92

Determination If There Exists a Significant Difference Between the Performances of the Experimental and Control Groups in the Second Quarterly Test

MPS of Experimental

Groups

MPS of Control Groups

t-value

CNHS 58.32% 51.76% 2.01

GNHS 53.24% 47.9% 2

LCNHS 55.6% 47.94% 2.18

LDNHS 40.7% 39.12% 0.62

Determination If There Exists a Relationship Between Performance and Attitude Towards Mathematics

Average in the Quarterly Tests

Mean of the Responses in

Survey on Attitude Towards Math

Pearson’s Product Moment

Correlation Coefficient

CNHS 27.12 35.02 0.18

GNHS 24.43 34.55 0.09

LCNHS 24.16 37.83 0.57

LDNHS 22.24 35.61 0.19

Conclusions

Before the implementation of Quiz Buddy, math performances of experimental and control groups were the same and that there exists no significant differences.

Probable attitudes towards mathematics of experimental and control groups in every school before the implementation of Quiz Buddy did not vary that much.

After the first two quarters, probable attitude towards mathematics of experimental and control groups almost did not change and still did not differ significantly from each other.

There were significant differences in students’ performances both in First and Second Quarterly Quizzes, the experimental group having persistently higher scores.

Means in First Quarterly Test of experimental and control groups of CNHS and LCNHS are significantly different from each other, with experimental group obtaining a higher mean. Though both pairs of groups in GNHS and LDNHS did not differ significantly, yet both their experimental groups had higher MPS.

The two groups differ significantly in their performance in Second Quarterly Test in all schools except LDNHS. But still experimental group had higher mean for all the schools.

Performance and attitude towards mathematics have positive correlation in every school.

Apparently however, the pair assessment itself cannot fully establish students’ attitudes towards math.

Recommendations

To School Administrators

Help math teachers in informing parents during the First GPTA Assembly about Quiz Buddy that will be practiced in math classes including the benefits it can give to their children in terms of performance and attitude towards math.

To Math Teachers

Orient students on the first meeting about Quiz Buddy including its background, goals, and guidelines.

Pair students fairly before every grading period based on their math performances and behavior.

Closely monitor the students while taking quizzes to avoid cheating and to meet the real goal of Quiz Buddy.

Roam around the room making sure everybody is doing his/her function as quiz buddy well. We serve as facilitators.

Give students longer time for quiz to enable enough time for discussion with quiz buddies as this will make learning more meaningful.

To Students

Avoid asking quiz buddies for answers to quiz questions. Instead ask them to discuss briefly about the items in a quiz.

Cover answers as they are not allowed to copy each other’s answers. Use another sheet of paper for discussion.

Discuss with quiz buddy quietly, enough to hear each other.

Have sincere desire to help quiz buddy do better.

Thank You!