Integrated science teachers assessment practices of senior high schools in selected districts in northern region

Abstract

The research was to investigate effects of integrated science teacher’s assessment practice on performance of SHS students for effective teaching and learning in some selected districts in Northern Region of Ghana. The research design was descriptive survey with mixed methods for data collection. A sample of 60 respondents was selected for this study. A questionnaire and interview schedules were used to collect data for the study. The data was analysed by using Excel and SPSS statistical packages. Independent sample test, K square and analysis of variance were carried out and the results summarised in tables and figures such as bar charts and pie chart. Findings of the study include: That majority of the integrated science teachers mostly use the following. Asking questions in class during lessons, giving class exercises to students during and after lessons, giving assignment and home work to students. Only few integrated science teachers gave science project to their students most often. Also it was uncovered that student’s performance was affected when the following assessment practices were carried out frequently or most often: Asking student’s questions in class during lessons, giving class exercises to students during and after lessons, giving them assignment/homework and also giving them science projects. In conclusion, majority of the integrated science teachers used integrated method of assessment practice to promote effective teaching and learning.