1. QUIZ BUDDY AS A PAIR ASSESSMENT AND ITS EFFECT ON STUDENT’S PERFORMANCE AND ATTITUDE TOWARDS MATHEMATICS
Researcher:
AZENITH A. GALLANO
Master Teacher I in Math
Lucena City National High School

2. 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.

3. 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).

4. Research Questions

5. 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?

6. 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?

7. 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?

8. Subproblem 4.
Are there significant differences between control and experimental groups’ performances in quizzes and quarterly tests?

9. Subproblem 5.
Is there a relationship between performance and attitude towards mathematics?

10. Conceptual Framework Control group Experimental group
Pretest taken individually
Survey on Attitude Towards Mathematics before the first two quarters
1st and 2nd Quarterly Tests taken individually
Survey on Attitude Towards Mathematics after the first two quarters
1st and 2nd Quarterly Quizzes taken individually
Eight Third Year HS Regular Classes, all with more than 45 students each
Effect of practicing and not practicing Quiz Buddy on students’ performance and attitude towards math
Experimental group
Pretest taken individually
Survey on Attitude Towards Mathematics before the first two quarters
1st and 2nd Quarterly Tests taken individually
Survey on Attitude Towards Mathematics after the first two quarters
1st and 2nd Quarterly Quizzes taken with the practice of Quiz Buddy

11. 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).

12. 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).

13. 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.

14. 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).

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

16. 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.

17. 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.

18. 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.

19. 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

20. 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

21. Statistical Treatment
Mean/ Weighted Mean Average
t-test

22. Standard deviation
Pearson’s Product Moment Correlation Coefficient

23. Results and Discussions

24. Mean Scores of Experimental Groups Mean Scores of Control Groups
Math Performance Level of the Students Before the Implementation of Quiz Buddy
Mean Scores of Experimental Groups
Mean Scores of Control Groups
t-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

25. Probable Attitudes Towards Mathematics
Probable Attitudes Towards Math of the Experimental and Control Groups Before the Implementation of the Quiz Buddy
Probable Attitudes Towards Mathematics
Experimental
Group
Control
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
3.38 2
I believe studying math helps me with problem solving in other areas.
3.40
3.36
Math courses will be helpful no matter what I decide to study.
3.32 4
3.31

26. Mean Scores of Experimental Groups Mean Scores of Control Groups
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 Groups
t-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

27. Probable Attitudes Towards Mathematics
Probable Attitudes Towards Math of the Experimental and Control Groups After the Implementation of the Quiz Buddy
Probable Attitudes Towards Mathematics
Experimental
Group
Control
Mean
Rank
Math is important in everyday life.
3.97 1
3.95
Math is one of the most important subjects for people to study.
3.82 2
3.91
I believe studying math helps me with problem solving in other areas.
3.77 3
3.85
Math courses will be helpful no matter what I decide to study.
3.76 4

28. Mean Scores of Experimental Groups Mean Scores of Control Groups
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 Groups
t-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

29. MPS of Experimental Groups
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

30. MPS of Experimental Groups
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

31. MPS of Experimental Groups
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

32. MPS of Experimental Groups
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

33. 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

34. Conclusions

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

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

37. 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.

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

39. 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.

40. 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.

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

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

43. Recommendations

44. 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.

45. 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.

46. 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.

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

48. 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.

49. Discuss with quiz buddy quietly, enough to hear each other.
Have sincere desire to help quiz buddy do better.

50. Thank You!