EdPuzzle: Technology-based Assessment in Mathematics Education
Rochelle May Cigario *
Department of Teacher Education, University of Eastern Philippines, Laoang Campus, Laoang Northern Samar, Philippines.
Mike Lorden Adora
Department of Teacher Education, University of Eastern Philippines, Laoang Campus, Laoang Northern Samar, Philippines.
Cherry I. Balanquit
Department of Teacher Education, University of Eastern Philippines, Laoang Campus, Laoang Northern Samar, Philippines.
Martin L. Nobis Jr.
Department of Teacher Education, University of Eastern Philippines, Laoang Campus, Laoang Northern Samar, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Aims: This study examines the effectiveness of EdPuzzle as a technology-based assessment tool in mathematics education, specifically in enhancing students’ comprehension of dividing rational expressions through interactive video lessons.
Study Design: A quasi-experimental research design was employed, comparing pre-test and post-test results to assess student improvement. The study encompassed both quantitative and qualitative approaches.
Place and Duration of Study: The study was conducted at the University of Eastern Philippines, Laoang Campus, Northern Samar, during the school year 2024-2025.
Methodology: The study targeted 18 third-year Bachelor of Secondary Education Mathematics students. A pre-test assessed initial knowledge, followed by an intervention using EdPuzzle’s interactive video exercises. A post-test integrated within EdPuzzle measured progress. Quantitative data were analyzed using frequency counts, mean scores, and a t-test to determine statistical significance. Additionally, thematic analysis of interviews with six students who showed significant improvement provided qualitative insights.
Results: Findings indicate that EdPuzzle substantially improves students’ understanding of dividing rational expressions, with post-test scores showing marked progress. Statistical analysis confirmed significant differences between pre-test and post-test results, leading to the rejection of the null hypothesis. Thematic analysis highlighted challenges related to accessibility, error management, and engagement.
Conclusion: EdPuzzle significantly enhances students' understanding of dividing rational expressions, with post-test scores showing notable improvement. Statistical analysis confirms its effectiveness, but challenges in accessibility, error management, and engagement suggest the need for interactive and adaptive features. These findings highlight EdPuzzle's potential as an effective technology-based assessment tool in mathematics education, underscoring its role in facilitating interactive and engaging learning experiences.
Keywords: EdPuzzle, technology-based assessment, student engagement, mathematics education