• Vilma Muega-Geronimo Faculty of College of Teacher Education, Laguna State Polytechnic University, Sta. Cruz campus, Bubukal Sta. Cruz Laguna 4009
  • Bernardita M. Rosales Faculty of College of Teacher Education, Laguna State Polytechnic University, Sta. Cruz campus, Bubukal Sta. Cruz Laguna 4009


Two-Stage, Collaborative Group Testing, Formative Assessment, General Physics Subject Area, Science Education


Two-stage collaborative group testing has been widely used as a mean of formative assessment in other foreign countries; however, there are no known researches so far of its use in the Philippines. This study aimed to determine if there is an improvement in the test scores of the respondents utilizing the two-stage collaborative group testing. A triangulation approach was used in the study with one hundred eleven (111) sophomore students from the college of teacher education. T-test for two independent sample were used to determine the effectiveness of two stage collaborative group testing, in addition to this, questionnaires were given pertaining to its perceived benefits. The respondents were asked to write their experiences on the use of the strategy, the written answers were grouped into categories and coded. Results revealed that there was a significant increase in the test scores of the students after having collaborative group testing in the four quizzes (problem solving) and two major examinations (multiple choice) in General Physics. Most of the respondents have agreed that two-stage collaborative group testing benefitted them in terms of working together (4.50), negotiating differences (4.48), and improved positive relationships (4.40). Sharing ideas and working together (34.23%) and reflection on the answers (30.63%) were the concepts that mostly emerged from the respondents when asked them to write their experience on the use of two stage collaborative group testing. It was concluded that the use of the strategy can be an effective form of formative assessment especially when the result of traditional test given to learners have a lot of corrections to make.


Akinbobola, A. O. (2009). Enhancing students' attitude towards Nigerian senior secondary school

physics through the use of cooperative, competitive and individualistic learning strategies. Australian

Journal of Teacher Education (Online) 34 (1)

Alao, E. A. (1990). A scale for measuring secondary school students’ attitude towards physics. Journal

of Science Teachers Association of Nigeria, 26(2), 75-79.

Arcelo A. (2003). In Pursuit of continuing quality in higher education through accreditation: the

Philippine experience. International Institute for Educational Planning. Retrieved October 3,2016


Black P. and William D. (2012). Assessment and Learning Second Edition. John Gardner SAGE

Publication ISBN 978-0-85702-382-7

Brown, S. (2005). Assessment for learning. In Learning and Teaching in Higher Education. Pp.81-89

Cortright, R. N., Collins, H. L., Rodenbaugh, D. W., & DiCarlo, S. E. (2003). Student retention of course

content is improved by collaborative-group testing. Advances in Physiology

Education, 27(3), 102-108.

Ebner, M., & Kienleitner, B. (2014, November). A contribution to collaborative learning using iPads

for school children. In European Summit on Immersive Education (pp. 3-16). Springer International


Fengler,M. and Ostafichuk P., (2015). Successes with two-stage exams in mechanical engineering .

Canadian Engineering Education Association (CEEA15) Conference.CEEA15; Paper 023. Mc Master

University; May31-June 2,2015

Giuliodori, M. J., Lujan, H. L., & DiCarlo, S. E. (2008). Collaborative group testing benefits high-and

low-performing students. Advances in physiology education, 32(4), 274-278.

DOI: 10.1152/advan.00101.2007

Gibbs, G. & Simpson C. (2004-05). Conditions under which assessment supports students’ learning.

Learning and Teaching in Higher Education. Issue 1.

Gilley B. & Clarkstone B. (2014) Collabortive testing;Evidence of learning in a controlled-inclass

study of undergraduate students. Journal College Science Teaching ,43(3);pp.83.83-91

Geronimo, V. (October 1,2016). Probing the Graduate Students’ Conceptual Understanding in

Mechanics. Res. J.Educational Sci., 4 (8), Pages 1-9. Retrieved from

Harlen,W. (2007). Assessment of Learning. SAGE Publication ISBN 978-4129-3518-0

James, M. (2006). Assessment, teaching and theories of learning. Assessment and learning, 47-60.

Jenkins,M. (2004).Unfufilled Promise:formative assessment using computer-aided assessment .

Learning and Teaching in Higher Education Isuue 1,2004-2005

Kaya, H., & Boyuk, U. (2011). Attitude towards Physics Lessons and Physical Experiments of the

High School Students. European journal of physics education, 2(1), 23-31.

Manu S., & Gurmit S. (2016). Effect of collaborative concept mapping strategy on achievement in

economics six Graders. International Education and Research Journal. Vol. 2 no 7. Retrieve from

Meseke C. A. (2010). Students Attitudes, Satisfaction and learning in a collaborative testing

environment. The Journal of Chiropractice Education. 24(1)

Ochoa, S. Guerrro,l.,Pino J., & Collazos C., (2003). Improving learning by collaborative testing.

Rao, S. P., Collins, H. L., & DiCarlo, S. E. (2002). Collaborative testing enhances student

learning. Advances in physiology education, 26(1), 37-41.

Reid, N., & Skryabina, E. A. (2002). Attitudes towards physics. Research in Science &

Technological Education, 20(1), 67-81.

.Rieger, G. & Heiner C., (2014). Examination that supports collaborative learning; The students

perspective. Journal College of Science Teaching.43(4) pp. 41-47

Spiller,D. (2009) .Assessment: Feedback to promote student learning. Teaching

Development/Wahanga Whakapakari Ako .The University of WAIKATO

Solbes, J. and Vilches, A. (1997). The STS Interactions and the Teaching of Physics and Chemistry Seminar of Investigation and Innovation in Science Education. Science Education. 81 ( 4), pp. 377-386. University of Valencia. Spain

Wieman, C. & Gilbert S. (2014). The Teaching Practices Inventory: A New Tool for Characterizing

College and University Teaching in Mathematics and Science. DOI:10.1187/cbe.14-02- 0023

Wieman C, Reiger G., & Heiner C., (2014). Physics exams that promote collaborative learning. The

Physics Teachers. 52 pp. 52-53. Retrieved from.

Additional Files



How to Cite

Vilma Muega-Geronimo, & Bernardita M. Rosales. (2018). TWO – STAGE COLLABORATIVE GROUP TESTING IN GENERAL PHYSICS CLASS. International Education and Research Journal (IERJ), 4(2). Retrieved from