Appraisal of the interaction effects of two forms of assessment for learning techniques on student's achievement and retention in mathematics

Abstract The study examined the interaction effects of forms of assessment for learning techniques on achievement and retention of students in Mathematics. The researchers employed the pretest, post‐test non‐equivalent control group design (quasi‐experimental research). The study's subjects comprised 100 students from 2 co‐educational secondary schools drawn through a multistage sampling procedure. The Mathematics Achievement Test was used to obtain data in the study. K‐R20 was used to obtain an internal consistency index of 0.83 for the MAT instrument. The research questions were answered using mean and standard deviation, while the hypotheses were tested at a significance level of 0.05 using ANCOVA. Findings indicated that students assessed in Mathematics using the muddiest point assessment for learning technique showed more retention in Mathematics than those assessed with think‐pair‐share (Think‐Pair‐Share Retention mean score = 34.31, Muddiest Point Retention mean score = 42.63) and the difference was statistically significant. The finding also showed no significant interaction effects of gender and assessment for learning techniques on the achievement and retention scores of students in Mathematics. Mathematics teachers should adopt the muddiest point technique during instruction and assessment of students since the technique has proven to be potent in improving the achievement and retention of students in Mathematics.