Effect of Formative Evaluation in Mathematics Achievement at Basic Level

Abstract

This study is entitled “Effect of Formative Evaluation in Mathematics Achievement at Basic Level”. The main aims of this study were to find out the effect of formative evaluation in teaching mathematics and to explore the feeling of student and their activities during teaching period formative evaluation. I followed quantitative method in this research. The research is based on constructivist view of learning and the design of this study was quasi-experimental design. By using purposive random sampling researcher selected two schools from the Sindhuli District. For the research purpose, I selected 26 students from Janapremi Secondary School(Experimental Group)and 26 students from Bengktshor Secondary School(control group).The experimental and control group of students were taught triangle, quadrilateral, polygon and sets by researcher himself through formative evaluation and without using formative evaluation respectively for 24 periods. Beforeexperiment researcher conducted a pilot test and after completion the experiment period, achievement test the chapter (consisting objective and subjective questions) was administrated to both groups and mean scores were calculated from the sample of 26 students in experimental and control groups. The difference in mean achievement scores were tested using t-test for determining statistical difference between them. Apart from qualitative outcomes the researcher observed the students’ regularity,interaction,co-operation, readiness for learning and interview was conducted. In conclusion, the researcher found that the mean achievement scores of students taught by using formative evaluation becomes higher than the mean achievement scores of students without using formative evaluation in teaching mathematics. In qualitative aspects while using formative evaluation of teaching students felt learning easy, which increases their confidence regarding the mathematical learning.Students have positive perception towards formative evaluation assist teaching. Students were motivated in learning mathematics. Formative evaluationhelped to students for conceptual learning. The use of formative evaluation in learningtriangle, quadrilateral, polygon and sets increased overall student motivation, engagement and achievement. There was in-depth participation of students in classroom interaction and problem solving. Formative evaluation plays the role of cognitivelevel high of the student and the level of the understanding was increasing. Formativeevaluation helped to students to unlock the hidden talents. It would be better if mathematics teacher uses the formative evaluation in classroom teaching. The use offormative evaluation in teaching has learning triangle, quadrilateral, polygon and setsproven that best strategy in geometry teaching for the better construction and betterunderstanding than conventional approach in the context of Nepal.