ABSTRACT
This study aimed to determine the Use of Formative Assessment Techniques in Improving Mathematical problem-solving among Grade 6 Learners. The findings of the study served as a basis for a proposed Intervention plan. This study employed a quantitative quasi-experimental research design to investigate the effect of formative assessment techniques on the mathematical problem-solving skills of Grade 6 learners. The study involved two groups of participants: an experimental group exposed to structured formative assessment strategies—such as guided questioning, short quizzes, group activities, and continuous feedback—and a control group taught using traditional teaching methods. Pre-tests and post-tests were administered to both groups to measure changes in problem-solving performance, while statistical analysis, including paired t-tests and mean comparisons, was used to determine the significance of the findings. This design allowed the researcher to examine the relationship between formative assessment interventions and improvements in learners’ critical thinking, procedural knowledge, and confidence in solving mathematical problems. The Test of Difference Between the Pre-test and Post-test Scores of Learners presents a statistical comparison of learners’ performance before and after the formative assessment techniques. It summarizes the results of the pre-test and post-test, including the computed value, the critical value, the decision regarding the null hypothesis, and the interpretation of the findings. This table provides a clear basis for determining whether the teaching method or intervention brought about a significant improvement in learners’ academic performance after instruction.
A careful examination of the results shows that learners initially demonstrated a low level of understanding prior to the intervention. After the implementation of the instructional strategies, their performance increased substantially, indicating that they gained considerable knowledge and skills. The computed value exceeded the critical value, which led to the rejection of the null hypothesis. This confirms that the improvement in learners’ performance was statistically significant and not due to chance. The findings clearly reflect the effectiveness of the instructional approach in enhancing learners’ understanding. Furthermore, the results demonstrate that the formative assessment techniques had a strong positive impact on learner achievement. The noticeable improvement between the pre-assessment and post-assessment highlights the effectiveness of the teaching methods in elevating learners’ understanding from a low baseline to a satisfactory level. The consistency of improvement across learners suggests that the intervention successfully addressed learning gaps and promoted better comprehension of the subject matter. There is no indication of stagnation or decline in performance, underscoring the overall success of the instructional approach. Overall, the findings imply that the formative assessment techniques significantly enhanced learners’ academic performance. Learners showed meaningful progress from their initial level of understanding to a much-improved level after the intervention. This suggests that well-planned and properly implemented instructional strategies can effectively improve academic achievement and reduce knowledge gaps. It further emphasizes that continuous assessment and targeted teaching strategies can lead to measurable and sustained gains in learners’ learning outcomes.
Keywords: Formative Assessment, Techniques, Mathematical Problem-solving, Grade 6
INTRODUCTION
Mathematics is often regarded as one of the most challenging subjects in the primary curriculum, particularly when learners are required to apply concepts in problem-solving situations. Grade 6 learners frequently encounter difficulties in understanding and solving word problems due to a lack of procedural knowledge, critical thinking skills, and confidence. The use of formative assessment techniques—such as guided questioning, short quizzes, group activities, and continuous feedback—has been recognized as an effective strategy to address these difficulties. Formative assessments allow teachers to monitor students’ progress in real-time, identify misconceptions, and provide timely interventions. Through consistent feedback and step-by-step guidance, learners are given the opportunity to correct errors, reflect on their thought processes, and gradually develop stronger problem-solving skills. By integrating these techniques, educators aim not only to enhance comprehension but also to boost learners’ confidence and motivation in tackling mathematical tasks. This study seeks to explore how formative assessment can facilitate the development of problem-solving skills among Grade 6 learners and help them approach word problems with greater competence and assurance.
According to Afari et al. (2012), the use of formative assessment in primary classrooms significantly enhanced students’ problem-solving abilities, as learners received immediate guidance and were able to reflect on their errors. These findings indicate that consistent formative feedback and interactive learning activities are crucial in helping students strengthen their analytical skills and achieve better mathematical outcomes.
From the perspective of educators, implementing formative assessment techniques provides multiple opportunities to address students’ learning needs. Teachers can systematically check learners’ comprehension, clarify misunderstandings, and provide scaffolding to ensure that all students are able to follow problem-solving steps. Various strategies, such as guided questioning, peer collaboration, mini-quizzes, and immediate feedback sessions, enable students to engage actively with mathematical concepts. These strategies not only improve understanding but also encourage learners to develop logical reasoning, critical thinking, and confidence when faced with challenging tasks. Consequently, teachers who integrate formative assessments can observe significant improvements in students’ application of knowledge to real-life problem-solving situations.
Despite the potential benefits, several challenges have been encountered in implementing these techniques. Many Grade 6 learners exhibit difficulty in identifying the appropriate operations to use in word problems, which leads to frustration and low motivation. Teachers often observe that without structured feedback and guided practice, students’ confidence in solving problems diminishes, and errors are repeated without correction. Additionally, limited classroom time and large class sizes may hinder the effective use of formative assessments, requiring teachers to carefully plan and adapt activities to ensure meaningful engagement. These challenges underscore the importance of exploring systematic formative assessment strategies that can be feasibly integrated into classroom instruction to support learners’ mathematical development.
This study is necessary to examine the effectiveness of formative assessment techniques in enhancing mathematical problem-solving skills among Grade 6 learners. By investigating how guided questioning, short quizzes, group activities, and continuous feedback contribute to learner comprehension, critical thinking, and confidence, educators can identify practical strategies to improve mathematics instruction. Understanding the impact of these techniques will not only inform teaching practices but also provide a structured approach to helping learners overcome difficulties in word problems and develop stronger, more independent problem-solving abilities. Therefore, pursuing this study is essential to provide evidence-based strategies that foster academic growth and empower students to succeed in mathematics.
This study aimed to determine the Use of Formative Assessment Techniques in Improving Mathematical problem-solving among Grade 6 Learners. The findings of the study served as a basis for a proposed Intervention plan.
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