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All Journal Journal of Education and Learning (EduLearn)
Cuarto, Polemer M.
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Humanities Education Library & Information Science Social Sciences Other

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Development and validation of self-reflected mathematical misconceptions scale Quinio, Karen A.; Cuarto, Polemer M.
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22323

Abstract

Developing an assessment tool to identify mathematical misconceptions is important for early intervention and support for at-risk students. This exploratory sequential mixed methods study aimed to develop and validate a questionnaire for self-reflection on mathematical misconceptions among senior high school students using exploratory and confirmatory factor analyses as an application of structural equation modeling (SEM). This study involved 80 senior high school mathematics students across regions in the Philippines for the mathematical misconception test in the first phase. Of these, 20 purposively selected students who committed the most errors in the misconception test were interviewed to explore the underlying constructs of the students’ mathematical misconceptions. For the third and final phase, 310 selected students completed the developed self-reflected mathematical misconception scale. In this study, we identified four key factors of mathematical misconceptions: lack of procedural and conceptual knowledge, poor mathematical abstraction, internal barriers, and cognitive conflict. The developed scale, comprising 41 validated items, was tested valid and reliable tool for educators in assessing and addressing students’ mathematical misconceptions, allowing for designed instructional strategies and targeted interventions. Further research is recommended to explore the causes and remediation of mathematical misconceptions and track students’ progress in addressing them over time.
Classroom assessment approaches and student learning outcomes: the moderating role of teaching experience Cuarto, Polemer M.; Cuarto, Harieth C.
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.22536

Abstract

Maximizing student learning requires the use of effective classroom assessment. In this study, we examined the association between student learning outcomes (SLOs) and three classroom assessment approaches: assessment as learning (AaL), assessment for learning (AfL), and assessment of learning (AoL), while taking teacher experience into account as a potential moderator. Positive correlations between all three assessment techniques and SLOs were found in the research, suggesting that classrooms emphasizing student participation in assessment to receive feedback and improve learning achieve better outcomes. Interestingly, we uncover that teaching experience did not moderate this relationship, indicating that the positive effects of these practices were consistent across teachers with varying levels of experience within the studied range. Our findings emphasize the importance of incorporating comprehensive assessment practices encompassing AaL, AoL, and AfL into classroom instruction to optimize student learning. Future research should explore reasons behind differences in effect size and explore deeper into specific strategies most beneficial for each approach to create learning environment that foster deep learning for all students, regardless of teacher experience.
Co-Authors Cuarto, Harieth C. Quinio, Karen A.