Optimizing Students' Quarterly Assessment Scores in Araling Panlipunan 7 Through A Multiple-Choice Question Reviewer

Abstract

This action research was conducted to determine the effectiveness of a Multiple-Choice Question (MCQ) reviewer, crafted with Bloom’s Taxonomy as guide in enhancing students’ performances in the quarterly assessment in Araling Panlipunan 7 at Baybay National High School. The study used a quasi-experimental design using two intact sections of Grade 7: 7-Saging and 7- Lanzones. For the 1st quarter, treatment group was 7-Saging with the use of the MCQ reviewer and control group was 7-Lanzones. The groups reversed roles in the second quarter to confirm intervention effect under reversal conditions. Data were collected from the MPS scoring topping quarter’s examinations of the students and analyzed using descriptive statistics and Welch–Satterthwaite independent samples t-test to obtain significant differences between performance. In‍‌‍‍‌‍‌‍‍‌ the first quarter, students with access to the MCQ reviewer had better scores than those in the control group, with an MPS of 73.6% for the experimental group versus 65.2% for the control, but the difference was not statistically significant at 0.05. The second quarter also reflected such a trend where the experimental group achieved an MPS of 72.1% as compared to 69.3% for the control group, and the difference between the two was statistically insignificant again (p > 0.05). These findings indicate that an MCQ reviewer based on the essentials of Bloom’s Taxonomy can effectively raise the level of students’ performance in Araling Panlipunan 7; however, such an impact might be obscured by the test and learner variables. The research herein supports the use of and further development of MCQ-based reviewers conforming to Bloom’s Taxonomy as a means of mastery and exam preparation for junior high students in Araling Panlipunan ‍‌‍‍‌‍‌‍‍‌7.