2026 IJRSE – Volume 15 Issue 18
Available Online: 27 July 2026
Author/s:
De Mesa, Alvin R.*
Leyte Normal University, Philippines (ar_demesa@ymail.com)
Margallo, Sairon A.
Saint Paul School of Professional Studies, Philippines (sairon.margallo@spsps.edu.ph)
Abstract:
The objective of this study was to determine whether students’ academic achievement can be enhanced through the systematic use of pre-tests and post-tests. This involved 45 Grade 11 History students of Saint Paul School of Professional Studies, Leyte to assess their performance before and after instruction, analyze the difference between pre-test and post-test scores, and recommend pedagogical strategies to enhance teaching and learning. In line with SDG 4 (Quality of Education) and SDG 10 (Reduced Inequalities), This study shows how it can address learning gaps by targeting students’ intervention needs and encourage educational opportunities. The 45 student-respondents were used in a one group pre-test post-test quasi-experimental design. Data were collected using questionnaires adapted from the Grade 11 History learning competencies and analyzed using descriptive statistics and a paired samples t-test to determine statistical change between the two assessments. Results showed that the average score of the group increased from 32.29 (pre-test) to 41.73 (post-test), a mean gain of 9.44 points. This increase was statistically significant as confirmed by the paired samples t-test indicating that the intervention had a positive effect on students’ overall performance. The study recommends the expansion of diagnostic and remedial materials, the integration of collaborative and active teaching methods, and the provision of meaningful feedback through formative assessment based on these findings. These strategies are designed to enhance students understanding in History and Maintain the improvement in academic performance in the long run.
Keywords: pretest, posttest, formative assessment, learning gains, senior high school history
DOI: https://doi.org/10.5861/ijrse.2026.26344
Cite this article:
De Mesa, A. R., & Margallo, S. A. (2026). Pagtataya sa bisa ng pre-test at post-test sa pagganap sa asignaturang kasaysayan. International Journal of Research Studies in Education, 15(18), 39-49. https://doi.org/10.5861/ijrse.2026.26344
* Corresponding Author