Chamae B. Capito¹, Lance Kenneth R. Borres¹, Cindy Mae U. Torayno¹, Milcah Junice S. Bokingkito¹, Maria Antonieta A. Bacabac^1,

This study examined the use of line-by-line hints and repeated parallel questions as feedback mechanisms to promote students’ mathematics achievement. These methods were already proven effective when applied to modular distance learning, however, after a literature review, it was found that there has yet to be a study conducted where these methods were applied during face-to-face classes. The participants were the Grade 7 students of Misamis Oriental General Comprehensive High School (MOGCHS) during the school year 2022–2023. Two intact classes were randomly assigned as Experimental Group 1, which was exposed to line-by-line hint feedback, and Experimental Group 2, which was treated with the repeated parallel question method during the experiment. Using a pretest-posttest quasi-experimental research design, a 30-item researcher-made test in algebra focusing on rational numbers up to subsets of real numbers served as the main instrument of the study. The students' performance was measured using their achievement test scores. To determine the students’ level of achievement, descriptive statistics (mean and standard deviation) were utilized, while a one-way analysis of covariance (ANCOVA) was used to determine if there was a significant difference between these two feedback methods on the students’ mathematics achievement during face-to-face classes. The results of the analysis revealed that line-by-line hints were more successful in improving students' performance than the repeated parallel question method. It offers more support in correcting student misconceptions. Thus, the researchers recommend the use of this kind of feedback to mathematics teachers at all levels, for it is more effective in enhancing students’ mathematics achievement and encourages students' active participation in the feedback process.

feedback, repeated parallel question, line-by-line hints, mathematics achievement