Practices, Challenges and Perceived Influence of Classroom Assessment on Mathematics Instruction

Yıl 2019, , 476 - 486, 15.10.2019

İsaac Buabeng Amoah Barnabas Atingane İsaac Amoako

https://doi.org/10.21449/ijate.616617

Cited By: 2

Öz

Assessment is a powerful tool for raising the standards of teaching and learning of mathematics at the junior high school level. This study therefore explored the perceived influence of assessment on the teaching and learning of mathematics in junior high schools of OLA Circuit in Cape Coast Metropolitan area. The research design used for the study is a concurrent triangulation mixed method design. A simple random sampling technique was used to select four (4) public junior high schools out of eight (8) schools in the circuit. A multi-stage sampling procedure was employed to select the schools and participants for the study. A total of 134 participants comprising 15 teachers and 119 students participated in the study. The data for the study were mainly collected through questionnaires and interviews. Findings of the study revealed that class exercise, homework, and trial work were the most common mode of assessment used by teachers during mathematics instruction. Again, the study discovered that teachers faced some challenges in the implementation of classroom assessment. The study therefore makes certain recommendations likely to improve on the quality of assessment practices in mathematics classrooms in the focal schools.

Anahtar Kelimeler

Classroom Assessment, Instruction, Feedback, Assessment Practices, Mathematics Teachers, Junior High School

Practices, Challenges and Perceived Influence of Classroom Assessment on Mathematics Instruction

Öz

Assessment is a powerful tool for raising the
standards of teaching and learning of mathematics at the junior high school
level. This study therefore explored the perceived influence of assessment on
the teaching and learning of mathematics in junior high schools of OLA Circuit
in Cape Coast Metropolitan area. The research design used for the study is a
concurrent triangulation mixed method design. A simple random sampling
technique was used to select four (4) public junior high schools out of eight
(8) schools in the circuit. A multi-stage sampling procedure was employed to
select the schools and participants for the study. A total of 134 participants
comprising 15 teachers and 119 students participated in the study. The data for
the study were mainly collected through questionnaires and interviews. Findings
of the study revealed that class exercise, homework, and trial work were the most
common mode of assessment used by teachers during mathematics instruction.
Again, the study discovered that teachers faced some challenges in the
implementation of classroom assessment. The study therefore makes certain
recommendations likely to improve on the quality of assessment practices in
mathematics classrooms in the focal schools.

Anahtar Kelimeler

Classroom Assessment, Instruction, Feedback, Assessment Practices, Mathematics Teachers, Junior High School

Kaynakça

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