IDEAS home Printed from https://ideas.repec.org/a/bcp/journl/v9y2025issue-3sp7188-7201.html

Fun with Quizizz: Gamified Formative Assessment Utilizing Integer Operation Drills to Build Mastery in Polynomial Operations

Author

Listed:
  • Joriza G. Tabing

    (Basic Education Department, University of San Agustin, Iloilo, Philippines 5000)

  • Rocelle Ann G. Terco

    (College of Liberal Arts, Sciences, and Education, University of San Agustin, Iloilo, Philippines, 5000)

  • Cyril John S. Tubola

    (Basic Education Department, University of San Agustin, Iloilo, Philippines 5000)

Abstract

This study highlighted the value of gamified formative assessment through Quizizz in reinforcing foundational math skills and supporting confidence in complex operations, contributing to educational technology while noting the need for deeper learning and broader applicability. It aimed to determine the effectiveness of Quizizz as a gamified drill in enhancing student engagement and performance in solving operations involving integers and polynomials. A quasi-experimental action research design was employed involving two matched Grade 7 groups from the University of San Agustin Basic Education Department. One group used traditional drills, while the other engaged with Quizizz over 10 consecutive class days. Data were collected through pre- and post-tests, class records, journals, and informal interviews, and analyzed using mean, standard deviation, Wilcoxon Signed-Rank Test, and Mann-Whitney U Test. Results showed that both the Quizizz group (pretest M=56.40, SD=25.40; posttest M=75.70, SD=18.80; p=0.000) and the Traditional Drill group (pretest M=44.40, SD=23.00; posttest M=72.90, SD=14.00; p=0.000) significantly improved in performance. However, the difference between their posttest scores was not statistically significant (p=0.410). Despite similar gains in test scores, Quizizz demonstrated added value in boosting student motivation, participation, and lesson retention. Some students encountered connectivity issues, indicating the importance of technological preparedness in implementing gamified tools. The findings suggest that while both methods are effective, integrating gamified platforms like Quizizz can enhance student engagement and learning experience. Educators are encouraged to combine traditional and interactive approaches and consider students' digital readiness. Further research is recommended to investigate the long-term impact of gamification across various mathematical domains.

Suggested Citation

  • Joriza G. Tabing & Rocelle Ann G. Terco & Cyril John S. Tubola, 2025. "Fun with Quizizz: Gamified Formative Assessment Utilizing Integer Operation Drills to Build Mastery in Polynomial Operations," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 7188-7201, September.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-3s:p:7188-7201
    as

    Download full text from publisher

    File URL: https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-9-issue-3s/7188-7201.pdf
    Download Restriction: no
    File URL: https://rsisinternational.org/journals/ijriss/articles/fun-with-quizizz-gamified-formative-assessment-utilizing-integer-operation-drills-to-build-mastery-in-polynomial-operations/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Abdullah Yasin Gündüz & Buket Akkoyunlu, 2020. "Effectiveness of Gamification in Flipped Learning," SAGE Open, , vol. 10(4), pages 21582440209, December.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. OKANUME Henry Chinedu & CHELION Jerry, 2025. "Effect of Gamified Flipped Learning Strategy on Achievement and Attitudes of Pre-Service Teachers on Genetic Concepts, At College of Education in Anambra State, Nigeria," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 5826-5839, July.
    2. Tuba Temel & Kürşat Cesur, 2024. "The Effect of Gamification with Web 2.0 Tools on EFL Learners’ Motivation and Academic Achievement in Online Learning Environments," SAGE Open, , vol. 14(2), pages 21582440241, May.
    3. Hana Dler Ahmed & Gulsum Asiksoy, 2021. "The Effects of Gamified Flipped Learning Method on Student’s Innovation Skills, Self-Efficacy towards Virtual Physics Lab Course and Perceptions," Sustainability, MDPI, vol. 13(18), pages 1-19, September.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bcp:journl:v:9:y:2025:issue-3s:p:7188-7201. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. Pawan Verma (email available below). General contact details of provider: https://rsisinternational.org/journals/ijriss/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.