The document discusses a study that aims to analyze the comparison of traditional and online formative assessment in enhancing grade 6 students' academic outcomes in MAPEH (Music, Arts, Physical Education, and Health) subjects. It provides background information on the challenges of distance learning and how formative assessment can improve learning. The conceptual framework outlines how online formative assessment using Kahoot may enhance memory and learning more than traditional paper tests. The study uses a quasi-experimental research design to compare the academic outcomes of an experimental group that uses online formative assessment to a control group that uses traditional assessment. Results showed the experimental group had higher, very satisfactory outcomes across subjects compared to the control group who mostly needed improvement. This implies online assessment may

2. Background of the study
A new challenge educators face in a Distant Learning Modality is
student distractibility due to the influence of technology and social media.
Literacy is no longer to reading and writing on paper but now include many
types of digital paper. In these challenging times require some digital
literacy skills in order our students to read and write with these new media.
Teachers as well will require revised instructional practices in order to
incorporate the latest technology at home. Educators are constantly aspiring
to maximize student achievement in this new-normal.

3. One means of seeking improved learning outcomes is through
summative assessment. Whereas the purpose of summative assessment is to
reveal whether students have reached the learning objectives and competency of
the subject formative assessment provides to teachers and students on their
progress in accomplishing these learning goals. However, the benefits of Online
Assessment tool are argued to go beyond simply encouraging greater or better
directed study. Indeed, laboratory studies have shown the likelihood of
retrieving information from memory is enhanced by taking a test on learned
information relative to simply restudying it again (Roediger & Karpicke, 2019).
Online formative assessment tool is an E-learning material that could primarily bridge the
learning gap of Valladolid Elementary School Grade VI pupils in MAPEH.

4. Teachers as a center of educative process and constantly nurture every
learner. The online formative assessment tool brings benefit and it is vital to the
advancement of the society amidst the pandemic, thus, it improved mastery level
of the competencies and enhanced the pupils’ academic outcomes towards the
distant learning modality in MAPEH subject.The result of the study will
determine the significant difference of the pupils’ academic outcomes in
MAPEH and to seek the effectiveness of online formative assessment tool
(Kahoot) as formative assessment in enhancing and improving Pupils academic
outcomes.

5. Statement of the Problem:
This study aims to analyze the comparison of traditional and
online formative assessment to enhance and improve pupils’ academic
outcomes towards the mastery level of the Valladolid Elementary
School Grade VI student in the modular learning modality. The result
of the study will determine the significant difference of the academic
outcomes of the learners with traditional and online formative
assessment to enhance pupils’ academic outcomes. Thus, it seeks to
answer the following problem:

6. 1. What is the extent of pupil’s academic outcomes using traditional formative
assessment in the controlled group in terms of:
a. Music
b. Arts
c. PE
d. Health
e. As a whole
2. What is the extent of pupil’s academic outcomes using online formative
assessment in the experimental group in terms of:
a. Music
b. Arts
c. PE
d. Health
e. As a whole

7. 3. Is there a significant difference of pupil’s academic outcomes between
traditional and online formative assessment in terms of:
a. Music
b. Arts
c. PE
d. Health
e. As a whole
4. What proposed action plan can be created based on the recommendations of
the study?

8. Theoritical Framework
This study will be anchored and will describe and evaluate from the following
Theories.
Dale’s Cone of Experience
Dale’s Cone of Experience is a visual model that is composed of eleven (11)
stages starting from concrete experiences at the bottom of the cone then it becomes
more and more abstract as it reaches the peak of the cone. According to one of the
principles in the selection and use of teaching strategies, the more senses that are
involved in learning, the more and the better the learning will be but it does not mean
that concrete experience is the only effective experience that educators should use in
transferring knowledge to the learner.

9. Like what was mentioned above, the experiences in each stage can be mixed and
are interrelated thus, a balance must be achieved between concrete and abstract
experiences in order to cater the and address all the need of the learner in all the
domains of development and in order to help each learner in their holistic
development.
It could be said that Educational Technology is not limited to the modern
gadgets that we have right now but rather it is a broad concept that includes all the
media that we can use to attain balance as we facilitate effective and meaningful
learning.

10. This study is also anchored to:
Cognitive Theory of Multimedia Learning
Mayer and Moreno’s Cognitive Theory of Multimedia Learning states that deeper
learning can occur when information is presented in both text and graphics than by text
alone. The theory of Multimedia Learning hinges on the presumptions that there are two
channels for learning: auditory and visual. These channels are both used to process
information into working memory.

11. Conceptual Framework
To conceptualize, this study focused on the significant difference and
comparison of the traditional formative assessment and online formative assessment to the
extent of pupil’s academic outcomes. Online Assessment tool are argued to go beyond
simply encouraging greater or better directed study. Indeed, laboratory studies have shown
the likelihood of retrieving information from memory is enhanced by taking a test on
learned information relative to simply restudying it again (Roediger & Karpicke, 2006).
Traditionally, formative assessment has been conducted through pencil and
paper style test. However, in recent years especially in this new normal, owing to the
advances in technology, there has been tremendous growth in the use of online assessment
tool (Angus & Watson, 2009). Owing to the ease with which students can access these
materials outside of the classroom or having their learning at home, such online quizzes
have often been set at the expense of pencil and paper style assessment methods (johnson,
2006).

12. The diagram shows the paradigm of the study.
Schematic diagram:
Figure # 2: Schematic diagram of conceptual framework of the study

13. Methods
● Research Design
This study aims to analyze and assess the level of pupils’ academic
outcomes in MAPEH of Grade 6 pupils using traditional formative assessment
(Pencil and Paper Test) and Online Formative Assessment (Kahoot) in improving
and enhancing pupils’ academic outcomes. Thus, this study will use the
Quantitative-Quasi Experimental Design as it conducted to evaluate the
effectiveness of a treatment—perhaps a type of psychotherapy or an educational
intervention. The self-learning module in Grade 6 MAPEH for the third quarter of
school year 2021-2022 and Online Formative Assessment using Kahoot was
utilize.

14. This design aims to describe the significant difference/comparison of
Traditional Formative Assessment and Online Formative Assessment (Kahoot).
Division Initiated Summative Test under the Division project DECONGEST that
already passed and quality assured will be used as a tool to test the level of
pupils’ academic outcomes. Paired T-Test is a statistical tool to be used in
gathering and interpreting data and results to compare averages and to show the
significance difference to both groups of respondents (Measured in Means).
Further, it also seeks to find out the Efficacy of Online Formative Assessment
(Kahoot) in enhancing and improving pupils’ academic outcomes in MAPEH.

15. ● Participants
This study will focus on Grade 6 pupils of Valladolid Elementary
School, District of Valladolid, Division of Negros Occidental, SY 2021-2022
third quarter. There are 2 sections/category who will serve as the participants of
the study both are heterogeneously grouped. Intact sampling method was applied
whereby one class was randomly assigned as control group with 25 pupils and
another group as an experimental group with 25 pupils as well. The control group
was utilized self-learning modules with traditional formative assessment (pencil
and paper test) while the experimental group utilized self-learning module with
the aid of using Kahoot as online formative assessment. Experimental group as
identified in the data gathered from Modified Learners Enrolment Survey Form
(MLESF) has the capacity to engage with gadgets to be use such as cellphones
and have an access for internet connection.

16. ● Research Instruments
For the conduct of the study, the Division Initiated standardized
summative test in Grade 6 MAPEH under the Division Office Project
DECONGEST which was intended to be used by all elementary schools that
already passed and quality assured by the Division QA Committee, headed by
Victoria J. Pido, Education Program Specialist in MAPEH, Division of Negros
Occidental, will be used as the data gathering instrument to test the level of
pupils’ academic outcomes. The test contained 20 questions comprising the
competencies covered in the third quarter for Music, Arts, PE and Health. A
corresponding table of specification for the test was crafted to determine the
degree of difficulty of the questions per topic.

17. ● Data Gathering Method / Procedure
In gathering the data, basic procedures in conducting research will be
employed. First, the researcher will seek for the approval to conduct the study
from the principal of Valladolid Elementary School. A letter request will be sent
also to Barangay Captains asking permission to utilized Day Care Centers as
venue to conduct the study. The approval was asked before implementing the
study. Modules are distributed to the pupils every 2 weeks; first 2 weeks is
intended for the Music and Arts and the other 2 weeks is for PE and Health.
Online Formative Assessment (Kahoot) will be given to the experimental group
every end of the week based on the scheduled components of MAPEH.

18. Links or game pin of online formative assessment in “Kahoot” will be
given through their messenger/ group chat for the participants to access. The
researcher monitors the progress of utilizing the online formative test through
the researcher’s kahoot account for the quick count of the number of
respondents already responded. The respondents take the screen shot and sent to
the researcher through group chats if they are successfully answered the
formative assessment. Test was administered to the participants personally through
face-to-face modality so that the directions and instructions will be clarified and to make
sure the validity and reliability of the results with the strong observance of the existing
health and safety protocols.

19. Test administration will be done every two (weeks) after the participants
studied the lessons in the module. Control group will be scheduled in the morning
and experimental group in the afternoon. The questionnaires were retrieved right
after the administration of the test and Statistical Tool will be used to gather,
interpret and analyzed the data based on the prescribed statistical treatment and
on the following scales:
90 - 100 - Excellent
85 - 89 - Very Satisfactory (VS)
80 - 84 - Satisfactory (S)
75 - 79 - Poor (P)
Below 75 - Needs Improvement

20. For qualitative support, the researcher conducted a Focus Group
Discussion to 3 pupils each from the control and experimental group. The three
(3) responses were supported in determining the extent of pupils’ academic
outcomes in using traditional formative assessment (control) and another three
responses were supported qualitatively in determining the extent of pupils’
academic outcomes in online formative assessment (experimental). The
qualitative support was presented as qualitative support to strengthen the
quantitative result for statement of the problem number 1 and 2.

21. Statistical Treatment/Data Analysis Plan
Based on the objectives of the study, the researcher will use the mean to
determine the levell of Pupils academic outcomes in MAPEH and identify the significant
difference using traditional formative assessment (Pencil and Paper Test) and Online
Cognitive Assessment (Kahoot). In addition, the researcher will then employ statistical
tool, which is an analysis technique that is concerned with identifying, naming, and
categorizing the data.
● To determine the extent of pupils’ academic outcomes in traditional formative
assessment (controlled group), mean standard deviation will be used.
● To determine the significant difference between the pupil’s academic outcomes in
online formative assessment, mean standard deviation will be used.
● To determine the significant difference in the mean scores between the traditional
formative assessment (controlled group) and online formative assessment (experimental
group) Paired T-Test will be used. The level of significance will be set at α = 0.05

22. ● Ethical Considerations
Respondents’ confidentiality, anonymity and health safety protocol will
be observed by the researcher in taking this study. All the data that will be
gathered in this study are confidential and it will be used for research purposes
only. The names of the researchers, authors and other individuals mentioned in
this study were properly cited in the references. All used questionnaires were
disposed properly through the aid of a shredding machine. Ethical research
protocol was observed appropriately in the conduct of this research study.

23. RESULTS AND DISCUSSION
Level of pupil’s academic outcomes using traditional formative assessment in the
controlled group in terms of Music, Arts, Physical Education, Health and as a Whole.
Control Group Mean
Standard
Deviation
Interpretation
Music
Arts
Physical Ed.
Health
As a whole
60.60
66.00
75.60
77.80
70.00
8.81760
9.89529
10.73546
6.62697
5.41266
Needs Improvement
Needs Improvement
Poor
Poor
Needs Improvement
Table 1.

24. Table 1 shows the data gathered in the controlled group. For Music (Mean =
60.60; SD = 8.81760), Arts (Mean = 66.00; SD = 9.89529), Physical Education
(Mean = 75.60; SD = 10.73546), Health (Mean = 77.80; SD = 6.62697). Based on
the mean scores both component in MAPEH such Music and Arts are Interpreted
Needs Improvement as the Mean Scores is below 75 while the mean scores of the
other two (2) components the Physical Education and Health range to 75-79
therefore it is interpreted as Poor. As a whole (Mean = 70.00; SD = 5.41266) it
interpreted Needs Improvement.
It implies that pupils in the control group have not met all the minimum
standards in the subject and wasn’t able to perform all the required and necessary
competencies needed for the academic performance/outcomes. Meaning, they were
not able to meet the mastery level for the subject as they have using modular
printed as the distant learning modality and with pencil and paper test as their
formative assessment.

25. For qualitative support, Joebert stated that “The pandemic bought so much
changes and hardship on our way of life as a student, our daily activities in learning
shift from face to face to modular. It seems hard for us to understand the lesson
present on the module. The formative assessment on the modules is sometimes
boring to answer. I can’t recall lesson and topic’s when we have our summative
test that why it’s hard for me to answer”. On the same manner Krystel stated
“answering the test in modules is not motivating in our part, if there’s question that
we don’t know the answer we leave it blank because it’s hard for us also to easily
communicate to the subject teacher if we have some questions to be ask”. While
Gecyl stated “having modular as part of our learning modality is struggle for us,
it’s very hard to face every day bundles of modules and many activities to be
answered. Learning through this is very hard, that’s why our learning is limited”.

26. Level of pupil’s academic outcomes using online formative assessment in the
experimental group in terms of Music, Arts, Physical Education, Health and as a Whole.
Experimental Group Mean
Standard
Deviation
Interpretation
Music
Arts
Physical Ed.
Health
As a whole
87.20
79.80
88.60
89.20
86.20
7.22842
7.96869
6.21155
6.06905
3.56268
Very Satisfactory
Poor
Very Satisfactory
Very Satisfactory
Very Satisfactory
Table 2.

27. Table 2 shows the data gathered in the experimental group. For Music (Mean =
87.20; SD = 7.22842), Arts (Mean = 79.80; SD = 7.96869), Physical Education (Mean =
88.60; SD = 6.21155), Health (Mean = 89.20; SD = 6.06905), As a whole (86.20; 3.56268).
Based on the mean score’s, component in MAPEH such Music, Physical Education and
Health are Interpreted Very Satisfactory as the Mean Scores range between 85 - 89 while
the mean score of the Arts component is 79.80 therefore it is interpreted as Poor as it
belongs to range between 75 – 79. As a whole, it interpreted as Very Satisfactory as the
means 86.20 range to 85-89.
It implies that pupils in the experimental group have met all the minimum standards in
the subject and was able to perform all the required and necessary competencies needed for
the academic performance/outcomes. Meaning, they were able to meet the minimum
mastery level to pass a specific learning area or the subject as they have using modular
printed as the distant learning modality and with the aid/supplement of online formative
assessment.

28. In support, Education administration plays a vital role in examining the
theory and practical work. Education administration is the so many strategies. It
includes planning, organizing, staffing, directing and implementation (Frye, 2018).
As qualitative support, after the discussion and transcription of the pupils’
responses it was found out that the participants perceived online formative
assessment using Kahoot! as a user-friendly platform that makes learning more
enjoyable. They also indicated that it promotes active learning. The participants
found Kahoot! to be more mobile-friendly. In addition, Mary stated “that
answering formative assessment in Kahoot! sessions encouraged participation
because of the scores and leaderboard reflected right after the questions”. He also
stated that “the gamification features in Kahoot! promoted fun learning. Answering
the test just like playing a game is a sort of entertainment, challenging and capable
of stimulating learning because of illustrations, music and effects.

29. Kevin stated that “Answering online formative assessment in kahoot will
trigger you to study more and it comes satisfying and gratifying because when our
names are displayed on the screen, we feel very proud, especially when we are in
the top three. Our names are also displayed on the frame”. Shiela stated that “the
Kahoot! sessions offered opportunities for feedback, self-reflection and self-
assessment. The sessions helped me to increase my understanding of the subject
matter and prepare for examinations; thus, their studying was more focused. It was
an effective tool for formative assessment and feedback. It encouraged me to study
harder and the need to study more and keep on reading my modules. The real-time
response in Kahoot! made it interactive; thus, instant feedback allows me to know
which questions they had answered correctly”.

30. Difference of pupil’s academic outcomes between Control Group and
Experimental Group in terms of group in terms of Music, Arts, Physical Education, Health
and as a Whole.
Component T-value P-Value Interpretation Decision
Music
Arts
Physical Ed.
Health
As a whole
12.813
6.430
5.200
7.268
13.549
.000
.000
.000
.000
.000
Significant
Significant
Significant
Significant
Significant
Reject Ho
Reject Ho
Reject Ho
Reject Ho
Reject Ho
Table 3.

31. Table 3 presents the difference of mean scores of pupil’s academic outcomes
in control and experimental groups. As shown in the table 1 and 2, the mean of
experimental group is relatively higher compared to the mean of the control group.
This means that the experimental group obtained higher scores than those students
in the control group. The p-value in the mean score is .000 where contrast to the
level of the significance value of 0.05, so the decision is to reject the H0, which
means that there is a significant difference in the mean scores of pupils in control
and experimental groups. This reveals that the pupils in the experimental group
with the intervention of online formative assessment (kahoot) have gained better
scores than those in the control group utilizing self-learning modules with pencil
and paper test.

32. In support, (Ismael et al, 2019) The Kahoot! sessions were perceived as
being different and more interesting than the traditional assessment. This finding
was supported the fact that Kahoot! was more interactive, thereby requiring the
keener focus and active participation of the students.
The participants considered the Kahoot! sessions motivational online
formative assessment rather than traditional pencil and paper test. The sessions
promoted continual learning, review and deep learning. After participating in
multiple Kahoot! sessions, the participants stated that the platform would help them
to improve their academic performance. The Kahoot! sessions increased their
motivation through competition, which increased their self-confidence and
stimulated their participation in more sessions.

33. SUMMARY
The purpose of this study was to determine and compare the academic
performance of grade VI pupils both in control group (traditional formative assessment)
and experimental group (online formative assessment). Thus, it also seeks the
effectiveness of online formative assessment using kahoot to the learning outcomes in
MAPEH to the Grade 6 pupils in Valladolid Elementary School, District of Valladolid,
Division of Negros Occidental.
It was found out that the experimental group has higher mean score compared to
the control group in terms of Music, Arts, Physical Education and Health as they utilized
online formative assessment in kahoot application as intervention. In the same manner, the
experimental group has higher mean score compared to the control group when taken as a
whole mean as MAPEH
●

34. There was significant difference in the mean scores of the control group and
experimental group as revealed in this study.
Moreover, there was a significant difference in comparison in the mean scores of
pupils when classified according to control and experimental groups.

35. CONCLUSION
As reveal in this study, the mean scores of experimental group is higher than the
control group in every component of MAPEH. There was significant difference in the mean
scores when control group and experimental group was compared as to their academic
performance. Additionally, there was also a significant difference in the mean scores of pupils
when compare according to control and experimental groups. The researcher therefore
concludes that the pupils learn best using online formative assessment in kahoot. The self-
learning modules with the aid of online formative assessment as a new pedagogical approach to
be integrated in the teaching and learning process helps the pupils to gain better scores and thus
improves the learning outcomes. The researcher also concluded that Kahoot! is an innovative
formative assessment tool and sessions motivate students to study, focus on the important
concepts and reflect on what they have learned. Therefore, this platform holds promise for
facilitating formative assessment in Grade VI pupils in Valladolid Elementary school. Teachers
and fellow educators are therefore encouraged to incorporate Kahoot! or any application into
their teaching and learning activities particularly for formative assessment.

36. RECOMMENDATIONS
Out of the findings and results presented and conclusions generated, the following are recommended:
1. Online formative assessment using kahoot or any application must be provided to the students in
addition to the self-learning modules to aid them in understanding the lessons well and to
increase retention of learning in an enjoyable pedagogical approach.
2. It is recommended that the topics in MAPEH contained in the Most Essential Learning
Competencies (MELCS) of the Department of Education must be coupled with formative
assessments that can help pupils to learn more and better absorbed the lessons through a
gamification as online formative assessment.
3. The Department of Education must also conduct trainings, seminars, and conferences in creating
assessment in a new Pedagogical approach using some application that could assess the learning
of the student for localization and contextualization especially these new normal educations
towards a better normal.
4. A similar study should be conducted in other schools using other variables and other subject area
that may influence on the results and findings to addressed problems related to the enhancement
and improvement of pupil’s academic outcome in the future.

37. Based on the aforementioned recommendations the researcher created an action
plan that can be proposed for the enhancement of pupil’s academic outcomes since
academic school year 2022-2023 would have the possibility of 100% face-two-face classes
implementation or Hyflex and Blended learning will be adapted.
●PROPOSED ACTION PLAN FOR THE ENHANCEMENT OF PUPILS
ACADEMIC OUTCOMES
Utilizing the results of this study as the basis, the researcher has created an
action plan designed for the school teachers in Valladolid Elementary School, District of
Valladolid, Division of Negros Occidental.
Education evaluation has gone through extensive development and experiments
for quite a long time and is now adopted and used widely. Initially, evaluation was done
through standardized tests, but these tests could not provide all the answers, necessitating
the rise of new approaches (Kanchanawasi, 2009).

38. Program Description
Learners the CHAMPION: “Action Plan Switch On! this is in respond to the
Region VI, Regional Mantra that “Region VI is the home of champions”. It is to address
the existing problem among the learners how to make their learning fun and enjoyable and
the same time to provide authentic assessment that could give them a new pedagogical
approach in learning process that could make them a champion learner. Teaching is a
continuous process that requires certain skills and competencies to be effective and
sustainable. This action plan is designed to sustain or enhance the competence of teachers
in using authentic assessment as part of their teaching styles and teaching strategy
especially in assessment. Furthermore, it is hoped to reinforce significantly the needs of
the learners in the midst of technology and trends towards their academic outcomes. More
specifically, this action plan includes proposed programs and activities, to address
different areas of using Authentic assessment. It is suggested to take effect in the
Academic Year (AY) 2022-2023.

39. General Objectives of the Program
By the end of the Action Plan, teachers are expected to:
1. enhance and strengthen their teaching competencies in using authentic
assessment;
2. apply different methods, techniques and strategies in making formative
assessment using some applications such as kahoot, mentimeter, quizlet and
etc.;
3. improve their community linkage mechanisms and diversify community
outsourcing techniques;
4. empower teaching and learning disciplined in the attainment of the DepEd.,
goals, mission and vision.

40. Areas of Concern Objectives Activity Persons
Involved
Time
Frame
Resources
Needed
Success
Indicator
“Curriculum and
Instruction Delivery “
Provide varied
and appropriate
learning
pedagogy to
bridge existing
learning gaps
that will support
and develop
learning among
learners and to
enhance
academic
outcomes.
Conduct a training/seminar in
Authentic Assessment as
new pedagogical approaches
in the teaching and learning
process.
Administrator
School Head
Teacher
Stakeholders
9/5-
7/2022
Most essential
Learning
Competency
(MELCS)
Self-Learning
Module (SLM)
Lesson Exemplar
Curriculum Guide
Laptop
Tablets
Trainings and
seminars in
Authentic
Assessment
was
conducted.
Varied
and
Appropriate
Learning
Materials of
Most
Essential was
Formulated
Formulate varied and
appropriate Supplementary
Learning Materials such as
Gamification with the use of
different applications aligned
with the existing MELCS.
Administrator
School Head
Teacher
Stakeholders
5/19-
21/2022