Page 34 - ATENEO SERVED 2020 E-BOOK_Neat

Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Investigating the Effects of Using Student-Generated Multiple-Choice Questions in the
Chemistry Achievement of Science High School Students

a
Katrina Villar and Armando M. Guidote Jr., PhD b

a
Department of Chemistry, Ateneo de Manila University
* Corresponding Author: katrina.g.villar@obf.ateneo.edu

ABSTRACT

Multiple-choice questions (MCQ) are commonly prepared for summative, high-stakes assessments. However,
involving students to efficiently generate their own for formative evaluation can also be a study method and a
valuable learning activity. The objective of this study is to examine the effect of using student- generated
multiple-choice questions, through the online tool PeerWise, to enhance achievement in general chemistry of
science high school students in the Philippines. Eighty-three (83) Grade 9 students were asked to participate in
the following MCQ activities: create at least one multiple-choice question about the current topics discussed in
their subject Chemistry 1, answer at least five, and comment on at least two peer- authored questions using
PeerWise, for two rounds in the 8-week duration of the study. The online tool generated a reputation score
based on its own algorithm that determines the quality and level of student engagement in the MCQ activities.
The students were also asked to accomplish a survey to assess their perception in the use of MCQ activities in
PeerWise. It was determined that there is a positive and significant correlation between the PeerWise
reputation score and final exam score, indicating that high engagement in the use of PeerWise can potentially
contribute to an increase in Chemistry exam scores. The MCQ outputs have been individually evaluated and it
was also noted that most students with high reputation scores have generated better quality of MCQs and
comments. This suggests that the quality of outputs is a defining factor that may have contributed to their
understanding of the lessons. The results of the survey show that 91.25% of the students agree that creating
MCQs helped them in the learning process. With that, the use of student-generated MCQ in PeerWise can be a
useful activity that can potentially help students study and learn chemistry.

Keywords: Student-Generated Multiple-Choice Questions, PeerWise, Constructive Evaluation, Contribution-
Based Pedagogy, Chemistry Education

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