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

Abstract

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.

Keywords

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

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

Abstract

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.

Keywords

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

References

1. Amoako, I. (2018). Formative assessment practices among distance education tutors in Ghana. African Journal of Teacher Education, 7(3), 22-36.
2. Asamoah-Gyimah, K. & Duodu, F. (2007). Introduction to research methods in education. Winneba: The Institute of Educational Development and Extension, University of Education, Winneba.
3. Birgin, O. (2011). Pre-service mathematics teachers’ views on the use of portfolios in their education as an alternative assessment method. Educational Research and Reviews, 6(11), 710-721.
4. Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2010). Assessment for learning, putting it into practice. London: Open University Press.
5. Buhagiar, M. A. (2007) Classroom assessment within the alternative assessment paradigm: revisiting the territory. Curriculum Journal, 18(1), 39 – 56.
6. Cape Coast Metropolitan Education Directorate (2010). Analysis of 2010 basic education certificate examination results. Cape Coast.
7. Cape Coast Metropolitan Education Directorate (2012). Analysis of 2012 basic education certificate examination results. Cape Coast.
8. Cape Coast Metropolitan Education Directorate (2014). Analysis of 2014 basic education certificate examination results. Cape Coast.

9. Curriculum Research and Development Division (2012). National syllabus for mathematics: Junior high school 1- 3. Accra: Ministry of Education.
10. Curriculum Research and Development Division (2011). Teachers hand book on school-based assessment for junior high schools (Mathematic). Accra: Ministry of Education.
11. Dillard, J. (2013). Five most important methods for statistical data analysis. Retrieved, from http://www.bigskyassociates.com/blog/bid/356764/5-Most-Methods-ForStatistical-DataAnalsis
12. Holt, L.C., & Kysilka, M. (2006). Instructional patterns: Strategies for maximizing students learning. California: Sage Publication, Inc.
13. Kipkorir, K. E. (2015). Classroom assessment practices by mathematics teachers in secondary schools of Kenya. Unpublished Masters thesis, University of Nairobi, Kenya.
14. Larry, H. C., & Kysilka, M. (2006). Instructional patterns: Strategies for maximizing students’ learning. California: Sage Publication, Inc.
15. Ornstein, A. C., & Lasley, T. J. (2000). Strategies for effective teaching. United States of America: The McGraw Company Inc.
16. Quansah, F. (2017). The use of Cronbach alpha reliability estimate in research among students in public universities in Ghana. African Journal of Teacher Education, 6(1), 56-64.
17. Quansah, F., Amoako, I., & Ankomah, F. (2018). Teachers’ Test Construction Skills in Senior High Schools in Ghana: Document Analysis. International Journal of Assessment Tools in Education, 6(1), 1-8.
18. Salaria, N. (2012). Meaning of the term descriptive survey research method. International Journal of Transformations in Business Management,1(6), Apr-Jun. Retrieved from http://ijtbm.com/images/short_pdf/Apr_2012_NEERU%2520SALARIA%25202.pdf.
19. West African Examination Council (2013). Basic education certificate examination: Chief examiners’ report. Accra: West African Examination council.
20. Quansah, F., Amoako, I. (2018). Attitude of Senior High School (SHS) teachers towards test construction: Developing and validating a standardized instrument. Research on Humanities and Social Sciences, 8(1), 25-30.
21. Sarantakos, S. (2005). Social research (3rd ed.). New York: Palgrave Macmillan
22. Tamakloe, E. K., Amedahe, F. K., & Attah, E. T. (1996). Principles and methods of teaching. Accra: Black Mask Ltd.
23. Taras, M. (2003). To feedback or not to feedback in student self-assessment. Assessment and Evaluation in Higher Education, 28(5), 549- 565.