Abstract:
This study investigated the current state of School-Based Assessment (SBA)
implementation, factors that facilitate or hinder SBA implementation, what can be
done to improve SBA implementation, and the relationship between students‟ SBA
performance and their end of term examintion performance in mathematics in the
Senior High Schools at Bibiani Anhwiaso Bekwai district. The study engaged 42
mathematics teachers and 204 students. A mixed method design was used to conduct
the research. Data were collected through questionnaire (both close and open-ended).
Frequency count, percentage, and Pearson‟s correlation coefficient were the statistical
method used to analyze and present the data. Findings showed that most teachers were
satisfied with the current state of the SBA implementation practices. Moreover, the
analysis revealed that students‟ performance in SBA scores has a positive relationship
on their performance in the end of term examination in mathematics. However, it was
also unearthed that factors such as lack of training opportunities, workload on
teachers, large class size and instructional content, lack of monitoring and
supervision, time constrains, lack of resources, students attitudes, and few other
mentioned hinder the effective implementation of SBA. Developing teachers‟
knowledge base on SBA through in-service training and workshops, intensifying
monitoring and supervision in schools by school authorities, reducing large class sizes
to normal and many other suggestions to improve SBA implementation were outlined
in the study. The study concludes that the current state of SBA implementation is high
and also a positive correlation do exist between students‟ SBA performance and their
end of term examination performance in mathematics although it stand to be hindered
by few factors.
Description:
A thesis in the Department of Mathematics Education, Faculty of Science
Education, submitted to the School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba