Students’ Achievement in Similar Triangles Using Game-Based Formative Assessment: A Quasi-Experimental Study
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A B S T R A C T
This study compared Grade 9 students’ achievement in geometric proportion and triangle similarity following formative assessment through Quizizz, Gimkit, or Google Forms. A pre-test–post-test comparison involved two intact classes at a private school in Angeles City, Philippines, during School Year 2021–2022. Classes were randomly assigned to either the experimental or control group. A total of 58 students completed both assessments, with 27 in the experimental group and 31 in the control group. The intervention lasted two weeks and included four formative assessment sessions. Both groups received equivalent lesson content, teacher instruction, and assessment questions and followed the same schedules. Achievement was measured using researcher-developed 50-item multiple-choice assessments aligned with a table of specifications and reviewed by mathematics teachers. Independent- and paired-samples t-tests showed similar pre-test scores and significant improvements in both groups, with medium effect sizes. The experimental group had a higher post-test average and greater improvement, but the post-test difference between groups was not significant and had a small effect size. These findings indicate improvement under both assessment conditions without establishing an additional achievement benefit from game-based platforms. The short intervention and inclusion of only one class per condition limit interpretation and generalizability. Mathematics teachers should select assessment platforms according to instructional objectives, learner access, and classroom conditions, while prioritizing aligned questions, informative feedback, and teacher facilitation to support students’ mathematical learning.