The  Perceived Use of Assessment by Beginning and Experienced SHS Mathematics Teachers in Two Districts in the Central Region of Ghana

Daniel Gbormittah; Daniel Kofi Nkum; Japhet Kwesi Osiakwan

doi:10.31686/ijier.vol9.iss3.2982

Authors

Daniel Gbormittah

Komenda College of Education
Daniel Kofi Nkum

Komenda College of Education
Japhet Kwesi Osiakwan

OLA College of Education

DOI:

https://doi.org/10.31686/ijier.vol9.iss3.2982

Keywords:

Classroom Assessment Practices, Beginning SHS Mathematics Teachers, Experienced SHS Mathematics Teachers

Abstract

The role of assessment in the teaching and learning of Mathematics cannot be underestimated. Therefore, efficacious teaching and learning of Mathematics must be driven by effective use of assessment. This study, therefore, sought to investigate the Use of assessment (practices) of Beginning and Experienced SHS Mathematics teachers in two selected districts in the central region of Ghana. In this study, Assessment Practices means what SHS teachers use assessment to do in the teaching and learning of Mathematics under the auspices of a school. A sample of 160 SHS Mathematics teachers was used in this study. These were made up of 92 Beginning and 68 Experienced SHS Mathematics teachers. The instrument used in this study was a questionnaire. The questionnaire was administered to the 92 Beginning and 68 Experienced SHS Mathematics teachers in the two districts in the Central Region of Ghana. The design used in this study was a cross-sectional survey. Data collected from the respondents were analyzed using frequencies, percentages, means, and standard deviations. An independent sample t-test was used to test whether there exists a significant difference in the assessment practices of the Beginning and Experienced SHS Mathematics teachers. It was found out that the majority (87 out of 92) of the Beginning Senior High School Mathematics teachers do not either frequently or always integrate assessment in the teaching and learning of Mathematics. It was also found out that the majority (60 out of 68) of the Experienced Senior High School Mathematics teachers also do not either frequently or always integrate assessment in the teaching and learning of Mathematics. They rather see classroom assessment as an additional activity that mainly comes at the end of the teaching-learning process. The study also revealed a significant difference in the assessment practices of Beginning SHS Mathematics teachers and that the Experienced SHS Mathematics teachers in the two districts. Based on the findings, it was recommended among other things that In-service training should be organized for both the Experienced SHS Mathematics teachers and the Beginning SHS Mathematics teachers to help them bridge the gap that exists between their practices.

Author Biographies

Daniel Gbormittah, Komenda College of Education

Tutor at the Department of Mathematics & ICT Education
Daniel Kofi Nkum, Komenda College of Education

Tutor at the Department of Mathematics & ICT Education
Japhet Kwesi Osiakwan, OLA College of Education

Tutor at the Department of Mathematics & ICT Education

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