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

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.

self-assessment feedback loops, digital tools, problem-solving skills

1. Aljas, C. J. D., Suana, E. O., & Saldivar, J. M. N. (2025). The use of digital tools in teaching general mathematics among senior high students. International Journal of Educational Technology and Learning, 18(1), 41-53. https://doi.org/10.55217/101.v18i1.912 [Google Scholar] [Crossref]

2. Dicdiquin, J. B., Mobo, F. D., & Cutillas, A. L. (2023). Evaluating the effectiveness of professional development programs for junior high school mathematics teachers in improving mathematics instruction in the K to 12 curriculum in the Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 4(4), 1143–1153. [Google Scholar] [Crossref]

3. Eriyantika, N., & Hidayati, K. (2025). How intervention of self-assessment on self-regulated learning and problem-solving skills in mathematics? A systematic literature review. International Journal of Scientific Research in Multidisciplinary Studies, 13(3), 590-599. https://doi.org/10.18535/ijsrm/v13i03.m01 [Google Scholar] [Crossref]

4. Karami, A., Moser, O., Dagnan, E., Halverson, A., McQueen, E., Robinson, H., & Shaw, H. (2023). Differentiated instruction and assessment. Journal of Educational Psychology, 115(4), 789–804. [Google Scholar] [Crossref]

5. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance. Psychological Bulletin, 119(2), 254-284. [Google Scholar] [Crossref]

6. Owens-Cunningham, L. (2021). Self-regulated learning via digital tools in vocational math. Journal of Vocational Education & Training, 73(4), 567-585. [Google Scholar] [Crossref]

7. Peteros, E., Gamboa, A., Etcuban, J. O., Dinauanao, A., Sitoy, R., & Arcadio, R. (2020). Factors affecting mathematics performance of junior high school students. International Journal of Educational Management and Development Studies, 2(1), 1–12. [Google Scholar] [Crossref]

8. Ramaila, S. (2025). Teacher adoption of edtech in secondary mathematics. African Journal of Educational Technology, 14(1), 22-39. [Google Scholar] [Crossref]

9. Rosyidi, A. H., Sari, Y. M., Fardah, D. K., & Masriyah, M. (2024). Designing mathematics problem-solving assessment with GeoGebra Classroom: Proving the instrument validity. Journal of Education and Learning (EduLearn), 18(3), 1038–1046. [Google Scholar] [Crossref]

10. Shute, V. J., & Rahimi, S. (2021). Review of computer-based assessment for learning in mathematics. Educational Measurement: Issues and Practice, 40(1), 33–45. [Google Scholar] [Crossref]

11. Shute, V. J., & Rahimi, S. (2021). Stealth assessment in digital math environments. International Journal of Artificial Intelligence in Education, 31(2), 167-189. [Google Scholar] [Crossref]

12. Zhang, Y., Luo, X., & Chen, W. (2022). Digital self-assessment and feedback in mathematics: A meta-analysis of effectiveness. Computers & Education, 190, 104598. [Google Scholar] [Crossref]

13. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts et al. (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press. [Google Scholar] [Crossref]

• Interplay of Students’ Emotional Intelligence and Attitude toward Mathematics on Performance in Grade 10 Algebra
• Numerical Simulation of Fitzhugh-Nagumo Dynamics Using a Finite Difference-Based Method of Lines
• Fixed Point Theorem in Controlled Metric Spaces
• Usage of Moving Average to Heart Rate, Blood Pressure and Blood Sugar
• Exploring Algebraic Topology and Homotopy Theory: Methods, Empirical Data, and Numerical Examples