The Effects of Geopardy! as a Formative Assessment on Learners’ Perceptions of the Learning Environment and Geometry Achievement

Abstract

This study examined the effects of Geopardy! as a formative assessment tool on learners’ perceptions of the learning environment and their achievement in Geometry. Employing a mixed-method approach with a non-equivalent pretest–posttest design, the research involved 64 Grade 7 students from Iligan City National High School. The experimental group used Geopardy! for formative assessments, while the control group completed traditional paper-and-pencil tests. Data were collected through an achievement test, perception questionnaire, and mathematics journals. Results indicate that students exposed to Geopardy! reported greater enjoyment, improved classroom engagement, and enhanced teamwork, contributing to a more positive perception of the learning environment. Although both groups demonstrated improvement in Geometry achievement, the difference in gain scores was not statistically significant. The findings suggest that Geopardy! is a promising formative assessment strategy that promotes engagement and positive classroom experiences, though further research is needed to examine its long-term impact on academic performance.