Abstract:
The study examined teachers’ knowledge about assessment practices for diagnosing
cognitive needs of kindergarteners within Kumasi Metropolis. The study employed a
sequential explanatory mixed methods design. A total of 132 kindergarten teachers
were selected for the quantitative phase of the study using the Krejcie and Morgan
sampling formula. Whiles 10 teachers were sampled using the opportunity sampling
technique for the interview session. The quantitative data was collected using
questionnaire and semi-structured interview guide was used for the collection of the
qualitative data. Frequencies, percentage, mean and standard deviation were used in
analysing the quantitative data with the aid of SPSS whilst the qualitative data was
analysed thematically. The study found that majority of the kindergarten teachers in
the Kumasi metropolis have an appreciable knowledge on assessment practices in
diagnosing the cognitive needs of kindergarteners. However, they only adopt the
observational checklist and rating scale for diagnostic practices. The challenges
kindergarten teachers within the metropolis face when diagnosing the cognitive needs
of kindergarteners using assessment practices included inadequate time for teaching
and learning, lack of qualified personnel, inadequate equipment and materials, large
class size, less teacher motivation, and misconception on the part of some teachers
and parents. The study thus recommended to the metropolis education directorate and
the Ghana Education Service to put in efforts to motivate kindergarten teachers to
hold unto their positive knowledge and understanding of assessment practices for
diagnosing cognitive needs of kindergarteners and its importance to the teacher and
the learner. Again, the study recommended that the Ghana Education Service and
kindergarten school principals should plan in-service professional programmes and
activities for kindergarten teachers to keep up with the forms of diagnostic
assessment, notably the diagnostic evaluation. Lastly, it was recommended to the
Kumasi metropolis education directorate, the Ghana Education Service and other
stakeholders to provide kindergarten schools with the needed teaching and learning
materials to assist teachers in their duties.
Description:
A thesis in the Department of Early Childhood Education, Faculty of Educational Studies, submitted to the School of Graduate Studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba.
JUNE, 2022
