Predictive Validity of Mathematics Mock Examination Results of Senior and Junior High School Students’ Performance in WASSCE and BECE in Ghana

Senyefia, Bosson-Amedenu

doi:10.9734/arjom/2017/32328

Cited by 9 publications

(9 citation statements)

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“…The net essential poor performance in mathematics in open assessment of students might, hence, be attached to compelling factors associated in schools (Borisade, 2011). It is unfortunate, on this manner, that during later times, several SHS college students confront with mathematics and carry out quite ineffectively of their ultimate examinations in maximum wards (Bosson-Amedenu, 2017;Fletcher, 2018). This pastime has affected contrarily on college students' interest in the attention of mathematics riding to steer their overall performance within the observe of mathematics.…”

Section: Introduction Background To the Studymentioning

confidence: 99%

Mediation and moderation effect of mathematics interest and teaching quality between self-concept and mathematics achievement

Fosu¹,

Arthur²,

Boateng³

et al. 2023

Journal of Mathematics and Science Teacher

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Purpose: This study investigated the mediation and moderation effect of mathematics interest and teaching quality on the relationship between self-concept and mathematics achievement. Design/methodology/approach: The study was conducted at Sakafia Islamic Senior High School (SHS) and Kumasi Academy SHS in Ghana. A sample comprised of 300 students who offered general arts, general science, and home economics were randomly selected from a population of 1,200. The study adopted a descriptive survey and analysis such as exploratory and confirmatory factor analysis, discriminant validity, and reliability analysis from Cronbach’s alpha was estimated using SPSS (version 23) and Amos (version 23). Findings: From the hypothesis, the findings revealed that self-concept partialy mediate mathematics achievement through mathematics interest and teaching quality also showed moderating effect between interest and achievement. The study also found out that self-concept, mathematics interest and teaching quality have direct effect on students’ performance. Research limitations/implications: The study investigated the moderation effect of teaching quality, which was found to be insignificant. This is an imperative for further study to critically analyzed it effect on other antecedents. Practical implication: The study informed teachers teaching mathematics and in other different programs to be equipped with knowledge of how students perceive mathematics so as to select the appropriate teaching approach to influence their interest and belief in the study of mathematics. Originality/value: There are studies by some researchers combining these variables under study with other factors to influence students’ performance however, little attention was on the effect mathematics interest and teaching quality to impact student performance through self-concept.

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Section: Introduction Background To the Studymentioning

confidence: 99%

Mediation and moderation effect of mathematics interest and teaching quality between self-concept and mathematics achievement

Fosu¹,

Arthur²,

Boateng³

et al. 2023

Journal of Mathematics and Science Teacher

View full text Add to dashboard Cite

show abstract

“…Mock Core Mathematics was found to have a WASSCE predictive power of 92%. Another study [13], sought to determine the effect of using the West African Examination Council (WAEC) syllabus (which is examinationcentered) rather than the Ghana Education Service (GES) syllabus (which has components of examinable and non-examinable components). The results showed that private school candidates treated with the WAEC syllabus outperformed those taught with the traditional GES syllabus.…”

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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“…Most studies in the past decade, [14][15][16] have concentrated on improving the academic achievement of learners. These studies however assumed that lower achievement of learners originates from the learners' own attitude or behavior towards learning.…”

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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Predictive Validity of Mathematics Mock Examination Results of Senior and Junior High School Students’ Performance in WASSCE and BECE in Ghana

Cited by 9 publications

References 0 publications

Mediation and moderation effect of mathematics interest and teaching quality between self-concept and mathematics achievement

Mediation and moderation effect of mathematics interest and teaching quality between self-concept and mathematics achievement

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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