Abstract:
Academic performance of students in mathematics is challenged by several factors. The study
aimed at finding out mathematics teachers’ perceptions on classroom assessment and practice at
the Junior High Schools in Ghana.
Descriptive survey design using questionnaire for teachers, students’ questionnaire, inspection of
documents and interview of teachers were used to collect data. The respondents were 30 teachers
and 20 students selected randomly from schools in Awutu-Senya district (Awutu and Kasoa
circuits). The data collected were analyzed using percentages.
The study revealed that 70% of the mathematics teachers who participated perceived classroom
assessment as a tool that the teacher uses to inform him/her on how the students have learnt. It
also revealed that 100% of the participated teachers indicated that assessment is useful to both
teachers and students, teachers use correct teaching and learning methods and had knowledge
about classroom assessment practices but teachers did not provide students written comments on
their marked exercises and assignments.
Based on the findings, the study recommended that teachers should be properly supervised in
order to check unmarked exercises for students and written comments as feedback. Students
should be made to copy questions for exercises and class test before answering them in their
exercise books. Mathematics teachers at the JHS level of education also need to use different
assessment strategies to monitor student progress in mathematics.
Description:
A DISSERTATION IN DEPARTMENT OF MATHEMATICS EDUCATION FACULTY
OF SCIENCE EDUCATION ‘SUBMITTED TO THE SCHOOLOF RESEARCH AND
GRADUATE STUDIES UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL
FULFILMENT OF THE REQUIREMENTS OF THE AWARD OF THE DEGREE OF
MASTER OF EDUCATION IN MATHEMATICSEDUCATION OF THE UNIVERSITY
OF EDUCATION,WINNEBA.
AUGUST, 2013