Perception towards Examination and Students’ Performance in Three Modes of Quizzes

Abstract

Students enter in the classroom with different sets of behaviors, learning styles and attitudes towards learning. This study dealt to find out the relationship on the students' perception towards examination and students' performance in the three modes of quizzes namely; announced, immediate and unannounced quizzes. The subjects of the study were the 48 education students who were enrolled in Environmental Science (EdSc 140) of Mindanao State University at Naawan. The study used survey questionnaires on the perception towards examination, and test questionnaires for quizzes. This study utilized a quantitative-descriptive correlational research design. Data were analyzed and organized through percentage, mean and chi-square test. Analysis of variance showed significant difference on the students' performance in the three modes of quizzes. Chi-square test result showed a significant relationship between the students' perception towards examination and their performance in three modes of quizzes as shown in the p-value of 4.9E-16. Moreover, there was no significant relationship between the students' performance in the three modes of quizzes and their achievement scores in Environmental Science with a p-value of 0.5142. Based on the results, this study concluded that perception towards examination can affect the students' performance in the three modes of quizzes. This implies that students performed better in announced compared to unannounced and immediate quizzes. They like quizzes that are scheduled and when there is ample time given for them to prepare. For further study, comparison of three modes of quizzes can be done with the use of different strategies and correlate it to their performance and they may include the gender differences of students to find out which mode of quiz does a male and female performed better.