Effect of Formative Evaluation on Mathematics Achievement

Abstract

This study focused on Effect of Formative Evaluation on Mathematics Achievement of grade VIII students of Bardiya district. The objectives of this study were to compare the mathematics achievements of students with and without using formative evaluation, to analyze the improvement in non cognitive aspects (motivation, participation, regularity and attitudes) of students in mathematics teacher during experimental periods. This study is based on mixed design i.e. quantitative and qualitative research. Researcher selected 2 community school from 10 community school by their same school economic condition, same students achievement through the convenience sampling method. Researcher selected 65 students from two community schools by convenience sampling method for this study. Also for non-cognitive aspects the researcher selected 10 students from both schools by random sampling method. The data was collected from achievement test, interview and class observation note of the schools. Mean, standard deviation and z-test were used for the analysis of quantitative data and the qualitative data were analyzed by triangulation. The study found that there was significance difference between mathematics achievement of students taught by using formative evaluation and not using formative evaluation. Also the researcher found that in the experimental group the non-cognitive aspect was positive changed. They got better response towards mathematics but in the control group the researcher found that there was not so positive change.