Teacher knowledge about assessment practices for diagnosing kindergarteners’ cognitive needs in kindergarten centres within Kumasi Metropolis

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.