Effect of Use of WAEC Syllabus on the Mathematical Achievement of WASSCE Candidates in Ghana

Senyefia, Bosson-Amedenu

doi:10.9734/arjass/2018/34695

Cited by 10 publications

(11 citation statements)

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“…This calls for the need to research into the strategies teachers use in teaching so as to help improve practice. There was another study by Bosson-Amedenu (2018), [11] which found that basic school teachers could not differentiate between examinable and nonexaminable components in the mathematics curriculum. The ability of a teacher to identify examinable (WAEC syllabus) from the nonexaminable components is crucial in choosing appropriate assessment strategies.…”

Section: Integrating Andmentioning

confidence: 99%

Use of Assessment of Learning Teaching Strategy among Basic School Teachers in Ghana

Senyefia

Eunice²,

Neebo

2020

AJESS

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Ghana’s new curriculum for the basic level places much emphasis on the need for teachers to evaluate the learner’s cumulative progress and achievement. This requirement makes it imperative to measure the competency of the teachers on the use of Assessment of Learning strategy. The study adopted a survey research approach and the features, strategies and principles under pinning Assessment of Learning strategy formed the basis of the construction of 12-itemlikert scale with a reliability coefficient of 0.98. A sample size of 100 was computed at 95% confidence interval and randomly selected from the population. With respect to this learning strategy, significant differences were found for teaching division and teaching experience. The findings indicated that with respect to providing processes that make it possible for students to demonstrate their competence and skill, the expertise of class teachers were significantly different ( from subject teachers . The mean difference of 1.256 shows that class teachers exhibited greater expertise in providing processes that make it possible for students to demonstrate their competence and skill than their subject teacher counterparts. Also, with regards to reporting students’ learning based on evidence obtained from variety of contexts and applications, the expertise of class teachers were significantly different ( from subject teachers with a mean difference of 1.710.In terms of providing range of alternative mechanisms for assessing the same outcomes, a significant difference ( was found between teachers with teaching experience of at least 4 years and those with less experience .The absolute mean difference of 1.444 is an indication that the former performed better than the latter. The findings provide the basis for Ghana Education Service to organize in-service professional learning training aimed at enhancing teachers’ knowledge of summative assessment with the ultimate goal of enhancing students’ learning and achievement. The study recommends in-service training and continuous professional development sessions for subject teachers to build their capacity in the use of Assessment of Learning strategies.

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Section: Integrating Andmentioning

confidence: 99%

Use of Assessment of Learning Teaching Strategy among Basic School Teachers in Ghana

Senyefia

Eunice²,

Neebo

2020

AJESS

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“…However, in all these past studies (including [14]), the academic achievement of learners was focused on the summative rather than the formative. There is the need for contemporary studies to be focused on the formative assessment; which in the long run influences the summative.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Evaluation of Assessment Strategies Used by Basic School Teachers in Ghana: The Case of Assessment for Learning

Eunice¹,

Prince

Vivian³

et al. 2020

JESBS

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Ghana’s new curriculum for the basic school emphasizes collecting and evaluating information about learners and using the information to make decisions to improve their learning. This study employed the survey research design aimed at evaluating the use of Assessment for learning strategy by basic school teachers in Ghana. The features, strategies and principles underpinning Assessment for learning strategy formed the basis of the construction of 16 item Likert scale with a reliability coefficient of 0.979. A sample size of 100 was computed at 95% confidence interval and randomly selected from the population. The study found significant difference between demographic variables (such as teaching division, teaching experience and gender) and the use of assessment for learning strategy. Female teachers demonstrated greater skills with respect to providing interactive assessment that gives immediate feedback and direction to students than their male teacher counterparts .Class teachers demonstrated greater skills with respect to providing assessment that is inclusive of all learners than their subject teacher counterparts .Again, teachers with at least four years of experience in teaching demonstrated greater skills with respect to use of variety of feedback from students as a basis for deciding on groupings, instructional strategies and resources than their counterparts with less than four years of teaching experience . The study recommended for continuous professional development (PD) session to be introduced for basic school teachers by Ghana Education service on effective use of formative assessment.

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“…It is against this backdrop that this study will evaluate teachers' use of Assessment as Learning teaching strategy. A study by Bosson-Amedenu [17] found that senior high school students perceived some topics in the mathematics syllabus as difficult due to how such topics were taught to them at the Junior high school level.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Evaluation of Assessment as Learning Teaching Strategy among Basic School Teachers in Ghana

Senyefia

Eunice²,

Neebo

2020

JSRR

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Teachers are the pivot of Ghana’s new educational reform and their expertise in the use of the recommended assessment strategies need to be evaluated from time to time to enhance teaching and learning. This survey research approach sought to measure the use of Assessment as Learning strategy among basic school teachers in Ghana. The features, strategies and principles underpinning Assessment as Learning strategy formed the basis of the construction of 7 item likert scale with a reliability coefficient of 0.995. A sample size of 100 was computed at 95% confidence interval and randomly selected from the population. With respect to the use of Assessment as Learning strategy, significant differences were found for teaching division, teaching experience and gender. From the findings, the mean difference of 1.281 explains that class teachers demonstrated greater skills (M:3.75, SD:.436) with respect to assessing students in ways that make them reflect on their own work on regular basis through self and peer assessment, than their subject teacher counterparts(M:2.47, SD: 0.507). Also, with a mean difference of 1.526,class teachers (M: 3.59, SD: .496) exhibited higher skills of providing safe environment and support for students to take chances, than their subject teacher counterparts(M:2.06, SD: .246).Again, the absolute mean difference of 1.085 explains that teachers with at least 4 years of teaching experience (M:3.82, SD:.389)demonstrated greater skills with respect to providing for the development of independent learners than their counterparts(M:2.73, SD:0.447) with lesser years of teaching experience. Female teachers (M: 3.90, SD: .303) demonstrated greater skills with respect to providing for the development of independent learners than their male counterparts (M: 2.76, SD: 0.431)with a mean difference of 1.140.The overall performance of the teachers with regards to the Assessment as Learning strategy was found to be 57% using the grand mean as the threshold criterion. The findings provide a basis for Ghana Education Service to provide in-service professional learning training aimed at enhancing teachers’ knowledge of formative assessment with the ultimate goal of enhancing students’ learning and achievement.

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Effect of Use of WAEC Syllabus on the Mathematical Achievement of WASSCE Candidates in Ghana

Cited by 10 publications

References 0 publications

Use of Assessment of Learning Teaching Strategy among Basic School Teachers in Ghana

Use of Assessment of Learning Teaching Strategy among Basic School Teachers in Ghana

Evaluation of Assessment Strategies Used by Basic School Teachers in Ghana: The Case of Assessment for Learning

Evaluation of Assessment as Learning Teaching Strategy among Basic School Teachers in Ghana

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