EXAMINE SENIOR HIGH SCHOOL MATHEMATICS TEACHERS’ ASSESSMENT FOR LEARNING PRACTICES FOR STUDENTS’ PROGRESS AND BETTER EXAMINATION ATTAINMENT

Forfattere

  • Fred Adusei Nsowah PhD Student, University of Tasmania, Australia
  • Enock Yeboah PhD Student, University of Wisconsin-Madison, United States
  • Richard Darko Osei Teaching Fellow, Faculty of Education, Pentecost University, Ghana
  • Vivian Nimoh Mathematics Lecturer, Holy Child College of Education, Department of Mathematics, and Computer, Ghana
  • Samuel Ofori Agyeman MPhil Student, C.K. Tedam University of Technology and Applied Sciences, Navrongo, Ghana

DOI:

https://doi.org/10.46827/ejes.v12i3.5900

Nøgleord:

assessment for learning practices, students’ progress, senior high school teachers and senior high school students

Resumé

The study examined the perception of senior high school mathematics teachers and students regarding teachers’ use of Assessment for Learning (AfL) practices to enhance students’ progress and examination performance. Assessment for Learning (AfL) is recognized in the literature as having a strong impact on students' learning outcomes when actively infused in the teaching process. However, limited studies have explored both students’ and teachers’ perspectives on the use of AfL strategies for improving students’ performance. The study applied questionnaires for 728 participants (308 senior high school mathematics teachers and 420 senior high school students) in the Ashanti region of Ghana. The study findings revealed that questions, quizzes, and homework are perceived by both groups as the most effective teachers’ AfL practices in supporting students learning and improving examination attainment. The study, therefore, provides information for professional development for teachers and re-orients teachers on the effective use of AfL practices in the classroom.

 

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Forfatterbiografier

  • Fred Adusei Nsowah, PhD Student, University of Tasmania, Australia

    Fred Adusei Nsowah is a PhD student at the University of Tasmania, Australia, specializing in Mathematics Teachers’ Assessment for Learning (AfL) practices to support students’ learning, STEM-based knowledge assessment and research in the learning circles focusing on teacher-students learning impact, youth, girls & PWDs employability development and community behaviour learning within the Ghanaian Communities. Fred Adusei Nsowah has 20 years of teaching experience in both Ghana (7 years at the basic school, 10 years at senior high school and 3 years at the University College) and is a PhD student at the University of Tasmanian, Australia. Fred specializes in the area of Assessment for Learning (AfL) practices of Mathematics teachers at the senior high schools in Ghana. Fred specializes in research areas such as Educational Statistics, Educational Assessments, Methods and Teaching of Mathematics, Educational Research Methods, STEM Education and Secondary Education. He has worked with a number of organizations, such as the University of Tasmania (Australia), Withrow University College, Konadu Yiadom Catholic Senior High School, Pentecost University and PHG Foundation Africa, all in Ghana. He has a number of publications in teachers’ Assessment for Learning (AfL) practices, STEM Education, Inclusive Education, Persons with Disabilities (PWD), and Grassroots Innovation Scouting.

  • Enock Yeboah, PhD Student, University of Wisconsin-Madison, United States

    Enock Yeboah is a PhD student in the Curriculum and Instruction Department, concentrating in Mathematics Education at the University of Wisconsin-Madison. Enock Yeboah has experience teaching Mathematics in Ghana at the elementary, high school, and college levels. He currently serves as a teaching assistant in the Curriculum and Instruction Department at the University of Wisconsin-Madison, where he co-teaches Math Methods and Advanced ESL Methods courses. Enock Yeboah serves as a field supervisor for UW-Madison's pre-service math and ESL teachers as part of his teaching assistantship duties. Enock Yeboah’s research focuses on Postcolonial STEM education, technology integration in math education, assessment, and comparative and international education. He's committed to creating a fair and thriving STEM learning environment for all students, regardless of background. Enock aims to influence postcolonial STEM education by advocating for policies and curricula that ensure equity and inclusivity in STEM fields. Enock Yeboah is committed to assisting students. He currently volunteers with Achievement Connections, where he helps in the classroom and provides individualized tutoring services.

  • Richard Darko Osei, Teaching Fellow, Faculty of Education, Pentecost University, Ghana

    Richard Darko Osei holds a master's degree from the University of Ghana. He is a distinguished Teaching Fellow at the Faculty of Education at Pentecost University, Ghana, with about fifteen years of teaching experience (8 years at the tertiary level and 7 years at the basic level). Richard specializes in research areas such as Educational Assessments, Language Teaching Methods, Systemic Functional Linguistics, and Communication. His extensive expertise is shared through courses including Communication Skills, Therapeutic Communication, Structure and Usage of English and Methods and Techniques of Teaching.

  • Vivian Nimoh, Mathematics Lecturer, Holy Child College of Education, Department of Mathematics, and Computer, Ghana

    Vivian Nimoh is an M.Phil. student at the University of Cape Coast, where she researches teacher factors that influence senior high school students’ achievement in Algebra. Vivian has 28 years of teaching experience at the basic level, high school level and college of Education in Ghana. Vivian is currently a lecturer at Holy Child College of Education. Her experience in the classroom in the area of methods of teaching Mathematics at the College of Education in Ghana has contributed to curriculum development at the college level in Ghana.

  • Samuel Ofori Agyeman, MPhil Student, C.K. Tedam University of Technology and Applied Sciences, Navrongo, Ghana

    Samuel Ofori Agyeman is an M.Phil. student at C. K. Tedam University of Technology and Applied Sciences and Technology in Ghana Samuel Ofori Agyeman has 12 years of teaching experience in Mathematics at the basic level and senior high school level in Ghana. He is currently a Mathematics tutor at Konadu Yiadom Catholic Senior High School in Ghana. Samuel’s classroom experience has contributed to curriculum development and student mentorship in both elective and core Mathematics at the high school level in Ghana.

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2025-03-19

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Årg. 12 Nr. 3 (2025)

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