Examining the Predictive Capacity of School-based Assessment on Students' Mathematics Performance in Large-scale Examinations DOI Open Access
Stacy Hughey Surman, Ifesinachi Jude Ezugwu, Justice Dadzie

и другие.

Asian Journal of Education and Social Studies, Год журнала: 2024, Номер 50(6), С. 348 - 369

Опубликована: Май 28, 2024

This study underscores the importance of school-based assessment (SBA) in predicting students' mathematics performance Basic Education Certificate Examination (BECE) Ghana. The was conducted using 150 teachers from public junior high schools Ghana's Central Region, research employed a quantitative approach, surveys to gather data on internal examination scores, SBA practices, teaching experience, and gender. Regression analysis revealed strong predictive relationship between exam scores BECE (R² = 0.663, B 0.374, SE 0.006, t 67.24, p < .000), while ANOVA showed significant variations practices based experience (F (3, 146) 6.99, 0.05). However, t-tests indicated no gender differences among (t (148) 1.100, 0.273). These findings highlight critical role assessments enhancing educational outcomes suggest that policies should support effective professional development for teachers. Based these findings, it is recommended enhance formative by focusing continuous comprehensive assessments, provide ongoing improve their skills implementing SBA, allocate adequate resources education learning environments.

Язык: Английский

Examining the Predictive Capacity of School-based Assessment on Students' Mathematics Performance in Large-scale Examinations DOI Open Access
Stacy Hughey Surman, Ifesinachi Jude Ezugwu, Justice Dadzie

и другие.

Asian Journal of Education and Social Studies, Год журнала: 2024, Номер 50(6), С. 348 - 369

Опубликована: Май 28, 2024

This study underscores the importance of school-based assessment (SBA) in predicting students' mathematics performance Basic Education Certificate Examination (BECE) Ghana. The was conducted using 150 teachers from public junior high schools Ghana's Central Region, research employed a quantitative approach, surveys to gather data on internal examination scores, SBA practices, teaching experience, and gender. Regression analysis revealed strong predictive relationship between exam scores BECE (R² = 0.663, B 0.374, SE 0.006, t 67.24, p < .000), while ANOVA showed significant variations practices based experience (F (3, 146) 6.99, 0.05). However, t-tests indicated no gender differences among (t (148) 1.100, 0.273). These findings highlight critical role assessments enhancing educational outcomes suggest that policies should support effective professional development for teachers. Based these findings, it is recommended enhance formative by focusing continuous comprehensive assessments, provide ongoing improve their skills implementing SBA, allocate adequate resources education learning environments.

Язык: Английский

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