ABSTRACT
This action research entitled “Optimizing Mathematics Instruction: A Study on Classroom Assessment Practices and Student Outcomes at Balayan East Central School “ is an attempt to determine and identify the classroom assessment practices of Mathematics teachers and pupils performance in grade IV, V and VI at Balayan East Central School.
The researchers also focus on the level of classroom assessment practices by the Mathematics Teachers, the level of achievement of Grade IV, V and VI pupils and the significant relationship between the classroom assessment practices of Mathematics teachers and academic achievement of the pupils,
The respondents of this study were the Mathematics teachers of Grade IV, V, and Grade VI and the selected pupils of Balayan East Central School
The questionnaires comprised three groupings: teachers’ concept on
assessment, classroom practices and strategies (assessment ). Weighted mean was utilized to determine the level of classroom assessment practices by the mathematics teachers, the average was taken to determine the level of achievement of the pupils with reference to the level of proficiency, and the Chi-square test of independence for the significant relationship between the classroom assessment practices of the teachers and the
This situations prompted the researchers to evaluate classroom practices of mathematics teachers and student performance among the grade IV, V, and VI pupils in their school.
INTRODUCTION / CONTEXT AND RATIONALE
The world today recognizes the importance of achieving high levels of literacy and numeracy. Studies have shown that societies with high levels of literacy and numeracy have lower levels of poverty (Policy Investment Framework (PIF, 2000). It has been accepted that good education leads to economic growth hence reduced poverty and improved health (Ministry of education [MOE], 2003).
An assessment helps teachers to establish what students already know and what they need to learn. Ampiah and Hart (2003) contend that a teacher needs to know what children are able to do or not if he/she is to plan effectively. Research has revealed that most students perceive Mathematics as a difficult subject, which has no meaning in real life (Van de Walle, 2001). This perception begins to develop at the elementary school where students find the subject very abstract and heavily relying on algorithm, which the students fail to understand. This trend continues up to middle, high school and college. By the time students get to high school they have lost interest in Mathematics and they cannot explain some of the operations.
Today, learning mathematics seems to suggest repeating operations that were already done by the other people and examinations that seek to fulfill the sample pattern (Brooks & Brooks, 2000). Under this theory children are given lengthy and often complex problems, particularly computations with the belief that the exercises will strengthen the mind. Schools and teachers need to realize that great philosophers, psychologists, scientists, mathematicians and many others created knowledge through and experimentation. (Philip, 2000). They understood cause and effect through curiosity and investigation. They were free to study nature and phenomenon, as they existed.
The way teachers perceive assessment may influence the way they teach and assess their students (Romberge, 2002). This study considers investigation of teachers’ perceptions of classroom assessment in mathematics and their current classroom assessment practices. Specifically, the study seeks to understand the methods and tools teachers use to assess their students. The researchers observe closely how classroom assessment is being carried out in the classroom by focusing on the strategies and tools the teachers used to assess the learners. In addition, the researcher investigated teacher perceptions of the role of assessment in teaching and learning mathematics.
The situations prompted the researchers to evaluate classroom practices of mathematics teachers and students performance among the grade IV, V and VI pupils in their school.
Classroom assessment is one of the tools teachers can use to improve their teaching and the learning of their pupils and their current practices. The study will be significant to the following stakeholders:
For BECS Administrators, the result of this study can serve as a wake-up call to the administration to take seriously that classroom assessment by teachers play a very important role to the learning pupils.
For Other Schools who will be interested in this study may use the information to develop assessment guidelines for them to be utilized in everyday teaching of Mathematics.
For the Practice Teachers, the training of classroom teachers will be very easy and effective for as long as the trainers know what teachers are already doing and what they are not doing well.
For the Researchers, this study will help them to evaluate the extent of classroom assessment practice in mathematics in their school in relation to their achievement.
For the Future Researcher, this will help them evaluate the result of this study and to find ways to come up with a more effective classroom assessment style for the new generations.
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