The effect of alternative assessment on the attitudes and achievement in mathematics of female pre-service teachers in Ghana

Abstract

This paper examines the effect of exposing one of two groups of preservice female teachers to alternate forms of assessment. Both groups were first year students in a teacher training college and received 8 weeks of normal instruction in mathematics content and traditional assessment by the same teacher. The students were interviewed on their attitudes towards mathematics before and after instruction. In addition, the students took two pretests and corresponding posttests. The external achievement tests were similar to the 1997 Mathematics Paper of the Senior Secondary School Certificate Examination (SSSCE) and the internal achievement tests were based on the content of instruction. The results of the study showed significant improvement in both the internal and external achievement of the experimental group, but only significant improvement in the internal achievement of the control group. Also, the experimental group achieved higher gains on both achievement tests than the control group. Students in the experimental group exhibited greater positive attitudinal changes and expressed the benefits they derived from the alternative assessment activities in their journals and portfolios. Suggestions for intervention programmes to improve female pre-service teachers' attitudes, achievement and participation in mathematics are discussed.

Effect of Geometer’s Sketchpad on Senior High School Students’ Performance in Quadratic Graphing

“…However, Table 4 also shows that the weakest areas for the control group was in "From these functions, determine the one with the minimum vertex (2,3)." B) * = (" − 2) !…”

“…Meanwhile the teaching and learning of Mathematics especially algebra in schools have been perceived as difficult [1] especially in Africa of which Ghana is not an exception. This notion has resulted to students' poor performance in the subject at the Junior High School (BECE) and Senior High School levels [2], [3]. The poor performance of Mathematics (emphasis on algebra) has been attributed to non-integration of ICT into teaching and learning [4], [5], non-changed learning methods [6], [7], over concentration on teacher centered approaches in teaching [7], differences in pedagogical orientation [8] and other compelling factors.…”

Sex-Differences in Attitudes towards Mathematics of Junior Secondary School Pupils in the Central Region of Ghana

“…Eshun (1999) also reported that in general, students had positive attitudes towards mathematics especially along the attitudinal variables, usefulness of mathematics, like doing mathematics, and experience of success in mathematics. Eshun and Abledu (2001) revealed that students are however least positive about effective motivation, and confidence in doing mathematics. They concluded that students' low achievement in mathematics could partly be attributed to lack of motivation and confidence to learn the subject.…”