USING QUIZIZZ TO INCREASE STUDENT ACHIEVEMENT ON ASSESSMENTS FOR MATH

Introduction

Have you ever wondered if technology in the classroom helps your students?

This is a question that is asked by many teachers around the world especially now with

technology becoming such an important piece of the classroom and everyday life. This

study focuses on a component of technology that is used for instruction. This study is

based on twenty students that have various abilities, learning styles (visual, auditory,

and kinesthetic learners), come from different backgrounds and all have different

personalities that make them each unique. All students have been impacted by the

pandemic and therefore some students during kindergarten participated virtually,

whereas others participated through face-to-face instruction.

As a first grade teacher, I wanted to find out for myself what was actually happening

in my classroom as the students use their computers on a daily basis. I want to be able

to provide my students with opportunities to do their best so they can get the most out of

their academic journey. As technology is infiltrating the classroom more and more on a

daily basis, a question arose that proved to be a good thesis: Does using Quizizz for

math review of students in first grade increase achievement on assessments?

Quizizz is a computer program that I use in my classroom to help students review

before they take a quiz or test. I wanted to know whether this online application was

beneficial for my students and if it is something I should continue to implement in the

future. Therefore I conducted this action research project.

Review of Literature

Before this study was conducted, scholarly articles were reviewed that provided

information on Quizizz and results of using it in the classroom. Finding articles

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examining the online program Quizizz did not take long since it is a popular online

learning platform in the education field. The literature review will include various findings

from studies conducted all around the world.

According to a study conducted by Muhammad Dafit Pitoyo, Sumardi Sumardi,

and Abdul Asib (2019), gamification based assessments help reduce students’ test

anxiety, specifically using Quizizz. The findings reported that students did not have as

much anxiety participating in Quizizz as opposed to a normal paper and pencil

assessment. Many of the students enjoyed playing Quizizz because it felt more like a

game than a test. Because Quizizz is game-based, students are motivated to participate

and achieve at a greater level.

An article by Munuyandi, Husain, Abdul Jabar, and Jusoh (2021) examined the

effectiveness of Quizizz to teach and learn grammar. For the research and data, they

used 130 students. The results of the research showed that it was very beneficial to use

Quizizz as a formative assessment tool to learn and teach students. Students also

showed positive feedback from using Quizizz.

Setiyani Setiyani, Nur Fitriyani, and Laela Sagita (2020) carried out a study and

examined the effectiveness of students' activities by using Quizizz on mathematical

problem-solving skills, investigated the differences in the increase in students' ability to

solve mathematical problems between the class with and without the Quizizz-aided

learning method, described the activities of students who used the Quizizz-aided drill

learning method, and described the students' responses in using Quizizz. 67 students

were divided into two different groups: experimental and control. The results from the

research showed that Quizizz did positively impact the students ability and showed
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improvement after using Quizizz, proving that Quizizz is effective to use to help students

improve their math skills.

Crystal Callista Anak Yunus and Tan Kim Hua (2021), explored the influence and

effects of Quizizz in enhancing young Malaysian ESL learners learning irregular English

verbs. This research gathered data from a sample of 30 students using a pre-test/post-

test approach. The data showed the performance on the post-test associated with

learning via Quizizz. The results are discussed both in terms of overall pupil

performance involving the use of Quizizz and in terms of gender comparison to examine

any significant difference in performance between male and female users of Quizizz.

Gender did not make a significant difference but using Quizizz proved to be effective.

However, Quizizz did benefit the students.

Derya Orhan Goksun and Gulden Gürsoy (2019) conducted a study using

Kahoot and Quizizz to see if they are beneficial for a student's achievement. There were

two groups (experimental and control) used to see if the gamified digital tools made a

difference in student engagement. Based on the findings, both digital tools positively

impacted the student. Kahoot had a higher positive impact on the student than Quizizz

but both proved to be beneficial.

These articles provided information that aligns directly with the research

question. Each of these studies prove that using Quizizz is beneficial for student

progress as well as helping with test anxiety.

Methodology

To determine whether Quizizz was beneficial for student achievement, I

randomly selected a group of nine students out of twenty to take an assigned Quizizz
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for review before taking the assessment. The random selection of students allowed the

experiment to not be biased and allowed for a variety of learning styles and abilities to

be present. The nine students (Group A) that were used for this study were able to

access the Quizizz on their computer by a direct link that was sent to them through

Seesaw. The other eleven students (Group B) were given the assessment without

taking the Quizizz.

This study was conducted over a period of three weeks on three different topics

(2D shapes, 3D shapes, and time) in math to be able to gather plenty of data. Before

teaching the students the math topic for the week, a pre-test was given to all students to

get baseline data to see what they knew about the topic before instruction was

administered. Then, all students received whole group instruction of the math topic that

was being taught that week. They all received four days of instruction and on the fifth

day, assessed. Group A was given the Quizizz and then assessed and Group B was

assessed without the Quizizz. Throughout the study, I conducted informal observations

and at the end of the study I conducted interviews with Group A students who took the

Quizizz.

Analysis

After collecting all the quantitative and qualitative data, an analysis of the data

was conducted to compare the results to see if using Quizizz actually benefited the

students. The charts below show the results of the pre and post test data that was given

to each student over the course of three weeks. Each pre and post test consisted of 10

questions. The number of questions each student got correct on the pre and post test is

shown on the charts below. Numbers 1-9 on the charts below are the Group A students
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that were given a Quizizz before taking the post test. Numbers 10-20 are the Group B

students that were not given the Quizizz before the post test. The quantitative data

shows that all students that used Quizizz made improvement in their post assessment

scores.
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Qualitative data was collected through informal observations while the students

were taking the pre-test, Quizizz, and post test. In addition, interviews were held with

students from Group A to analyze their attitude and thoughts toward the content and

Quizizz implementation. It was concluded that all students like Quizizz and wanted to

continue using it in the classroom. One student stated, “I like Quizizz because I like to

play games.” The results demonstrated that taking Quizizz was better than just taking

the assessment because the students were more engaged and focused. The validity of

this data proves to be true by the quantitative and qualitative data that was administered

throughout the study.

Findings

After reviewing the literature and carrying out this study, it has been determined

that Quizizz does benefit the students' learning and is effective for instruction and

student achievement. Technology is becoming a part of young learners' lives, so it is

important that the education field takes advantage of it and uses it to assist their

learning. Comparing the data from Group A and B both help show that students did

benefit from using Quizizz and it should continue to be used in the future. During

observations, it was noticed that Quizizz helps students take their mind off of being

tested and instead focus on having fun because they were playing a game. It requires

them to work independently to complete an activity that they find fun. The learners from

both groups showed improvement and mastered the topics that were being taught each

week.
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The results from the study align with the results from the research in that they

both aligned to say that Quizizz is beneficial for student achievement. I will continue to

use Quizizz in the future knowing that it is beneficial for my students.

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Resources

Anak Yunus, C. C., & Hua, T. K. (2021). Exploring a Gamified Learning Tool in the ESL
Classroom: The Case of Quizizz. Journal of Education and E-Learning Research,
8(1), 103–108.

Munuyand, T. A., Husain, S., Abdul Jabar, M. A., & Jusoh, Z. (2021). Effectiveness of
Quizizz in Interactive Teaching and Learning Malay Grammar. Asian Journal of
University Education, 17(3), 109–118.

Orhan Göksün, D., & Gürsoy, G. (2019). Comparing success and engagement in
gamified learning experiences via Kahoot and Quizizz. Computers & Education,
135, 15–29.

Pitoyo, M. D., Sumardi, & Asib, A. (2019). Gamification Based Assessment: A Test
Anxiety Reduction through Game Elements in Quizizz Platform. International
Online Journal of Education and Teaching, 6(3), 456–471.

Setiyani, S., Fitriyani, N., & Sagita, L. (2020). Improving Student’s Mathematical
Problem Solving Skills through Quizizz. Journal of Research and Advances in
Mathematics Education, 5(3), 276–288.