Impacts of Rubrics on Secondary Students’ Competencies in Quadratic Equations: A Quasi-Experimental Study in Mafinga District, Zambia

Abstract

Extensive research supports the use of rubrics in assessing mathematics learning outcomes. However, their value in improving student performance is contradictory. This quasi-experimental study investigated the impacts of rubrics on students’ algebraic competencies in quadratic equations. Six grade eleven classes (n=149) were randomly sampled from three secondary schools in Mafinga district (Zambia). Three intact classes (n=78) were randomly assigned to experimental groups and used the rubrics to obtain feedback and support self-assessment in the second term of 2024. Three comparison groups (n=71) implemented the same formative assessment practices without rubrics. Students’ responses to quadratic equations were analyzed qualitatively based on the Structure of Observed Learning Outcomes (SOLO) taxonomy. The results showed that the students who used rubrics significantly improved their procedural skills in solving quadratic equations, including identifying formulas, analyzing problems, applying logical reasoning, and communicating solutions effectively. These findings demonstrate that by providing timely feedback and promoting students’ self-assessment, rubrics can significantly improve secondary students’ competencies in solving quadratic equations.