A Systematic Literature Review on Digital Tools for Self-Assessment Feedback Loops in Enhancing Problem-Solving Skills in General Mathematics among Technical-Vocational-Livelihood Students

Abstract

This systematic literature review, guided by PRISMA 2020, synthesizes 27 empirical studies (2020– 2025) on digital tools for self-assessment feedback loops to enhance problem-solving skills in General Mathematics among Technical-Vocational-Livelihood (TVL) senior high school students in the Philippines. Amid persistent low proficiency (e.g., PISA 2022), databases like Google Scholar and ERIC were searched using Boolean terms ("self-assessment" AND "digital tools" AND "mathematics" AND "TVL"). Inclusion criteria targeted secondary/TVL samples, English-language empirical works with quantitative/mixed outcomes.
Results reveal small-to-moderate effects (mean Hedges' g = 0.48), with real-time platforms (Google Forms, GeoGebra, Jotform analogs) boosting rubric scores by 20-26% via immediate feedback and metacognition. Philippine studies (n=9) showed strongest gains (g=0.51), moderated by teacher PD. Themes include usability (mean SUS=84), autonomy, and barriers like connectivity. Discussion affirms alignment with self-regulated learning theory, validating Jotform for TVL contexts when PD-supported. Recommendations urge longitudinal RCTs and DepEd policy for equitable edtech scaling, addressing gaps for 1.5M learners.