Vilma Muega Geronimo, Bernardita M. Rosales


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.


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

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