Strengths of Formative Feedbacks with Line by Line Hints & Repeated Parallel Question on Promoting Students’ Mathematics Achievement

Francis Ian F. Cabang^1, and Dennis B. Roble¹

¹University of Science and Technology of Southern Philippines, Lapasan Highway, Cagayan de Oro City, Philippines

Cite this paper:
Francis Ian F. Cabang and Dennis B. Roble. Strengths of Formative Feedbacks with Line by Line Hints & Repeated Parallel Question on Promoting Students’ Mathematics Achievement. American Journal of Educational Research. 2022; 10(2):73-80. doi: 10.12691/education-10-2-1

Abstract

Feedback is an indispensable component of formative assessment for it helps students cope their learning problems. However, students are rarely engaged in the feedback process. This experimental study explored the different feedback methods to promote students’ mathematics achievement. This study utilized the traditional, line by line hints and repeated parallel question as a form of written feedback. The participants were the 13-14 years old grade 8 students of Alae National High School during the school year 2021-2022. It employed a Quasi-experimental Pretest-Post Test Control Group design. A 48-item validated teacher-made achievement test in Algebra was the main instrument used in this study. Descriptive statistics such as mean and standard deviation along with one-way analysis of covariance (ANCOVA) were used to analyze the effect of different feedback methods on students’ mathematics achievement. Bonferroni pairwise posteriori test was used to determine which method made a significant difference in the students’ mathematics achievement. Results of the analysis revealed that students’ level of mathematics achievement was in the approaching proficiency level when exposed to formative feedback with line-by-line hints as well as those with repeated parallel question as compared to the control group who used the traditional feedback. Furthermore, the formative feedback with repeated parallel question was effective in improving students’ achievement as it provides higher degree of assistance and error-correction mechanism. Hence, the researchers recommend that mathematics teachers across all levels may employ this method to foster better understanding and promote students’ active engagement in the feedback process. Also, in order to have generalizability of the results, a comprehensive study might be done to address the limitation of this method towards improving students’ mathematical flexibility especially in solving real-life mathematical problems.

Keywords:
formative feedback repeated parallel question line by line hints written feedback mathematics achievement

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