The Effect of Using Performance-based assessment Strategies to Tenth-Grade Students’ Achievement and Self-Efficacy in Jordan

Alkhateeb, Mohammad

doi:10.18844/cjes.v13i4.2815

Cited by 8 publications

(10 citation statements)

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“…As to assessment strategies, performance-based measures produce concrete and reliable assessment scores that truly attest to the skill or knowledge acquisition of learners. This assessment strategy revealed higher correlation to the academic achievement of learners across all fields of academic disciplines (Alkhateeb, 2018).…”

Section: Discussionmentioning

confidence: 95%

Teachers’ Instructional Practices and Learners’ Academic Achievement in Science

Bibon¹

2022

Contemporary Mathematics and Science Education

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The implementation of Philippine K-12 curriculum brings hope to its educational system on lifting up the poor academic standing of Filipino learners in national and international assessments. With its implementation in 2012, rectification in the instructional practices of science teachers was expected to boost the academic performance of learners. This study aimed to document the instructional practices of teachers and its correlation to the academic achievement of learners in science. A total of 96 teachers and 240 grade 10 learners were randomly selected from 6 schools in provincial and city areas of Albay, Philippines. This was employed through paper survey to the identified respondents with focus in the quantitative aspect of the study. Results revealed instructional practices emphasizing the use of differentiation for planning, spiraling and inquiry in the delivery, and product-focused and differentiation in assessment. Negligence in the use of technology is attributed to effort and preparation issues, age, and computer anxiety. Academic achievement of learners across all curricular programs in science was below the expected standards of the national policy indicating that learning is not at par with the prospects of Philippine K-12 curriculum. Correlational test revealed high relationship between academic achievement and instructional delivery, while moderate relationship to planning and assessment of instruction. It was concluded that teachers were not proficient enough in applying K-12 curriculum instructional practices to enhance the academic achievement of learners. The need to participate in ICT-based seminars in science, and paralleling instructional planning, delivery, and assessment practices were suggested.

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Section: Discussionmentioning

confidence: 95%

Teachers’ Instructional Practices and Learners’ Academic Achievement in Science

Bibon¹

2022

Contemporary Mathematics and Science Education

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“…Several attempts have been made to reform educational systems globally to improve the quality of teaching and learning for effective outcomes (Taale, 2012). Thus, successes at all levels of professions, work and social life is dependent on students' educational achievement (AlKhateeb, 2018). As a result of this, many classroom instructors, particularly in Africa, have employed varied teaching strategies including assessment to enhance learning and understanding of concepts (Taale, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…PBA measures both the process and the product of learning (Maier et al, 2020). The performance task consists of presentation of project finding, solving calculation problems, demonstration, inquiry into issues and development of models (AlKhateeb, 2018). PBA reinforces students' learning effort and cultivates critical thinking abilities in them (Butakor & Ceasar, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Thus, success experiences lead to an increase in efficacy expectations whereas failure experiences lead to a decrease in efficacy expectations. Individual self-efficacy stems from efforts exerted in a particular activity and associated perseverance to face and overcome any impediment in the teaching and learning situation (AlKhateeb, 2018). Thus, the greater the students' self-efficacy, the greater the energy impute on a confronted task and the higher the outcome (Suryadi & Santoso, 2017).…”

Section: Introductionmentioning

confidence: 99%

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The impact of performance-based assessment strategies on pre-service teachers’ self-efficacy and academic achievement in general physics

Adjei,

Osei-Himah,

Duku

et al. 2023

PEDAGOGICAL RES

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A quasi-experimental research design was conducted to investigate the impact of performance-based assessment (PBA) on pre-service teachers’ (PSTs) self-efficacy and academic achievement in general physics at Atebubu College of Education. The study was conducted on 144 primary education students in the second year who were assigned into experimental and control groups after conducting a pre-test. 72 students each were non-randomly assigned into the experimental and control group. Information on PSTs’ self-efficacy was derived by administering pre-service teachers’ self-efficacy scale whiles the academic achievement was determined by general physics achievement test. Statistical package for social sciences was used to analyze data to generate descriptive and inferential statistics. The self-efficacy of the experimental group and control group differed significantly after treatment. The experimental group had significantly higher post-test scores than the control group. This study identified PBA as a useful teaching strategy that improves PSTs’ problem-solving abilities and boosts their confidence in studying general physics.

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“…Therefore, TQM is included in strategic planning in today's education sector and is preferred to the traditional approach. When implementing TQM in education, the most important part for institutions and organisations is to determine their goals and objectives to be achieved, make appropriate plans, and formulate policies at this point [22]. The synchronicity of the objectives, the plans created, and the participation of all employees should be considered.…”

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confidence: 99%

Effects of Sustainable Strategic Planning Applications in Primary Schools on the Effectiveness of Total Quality Management Practices

Sucuoğlu¹,

Erdem²

2021

Sustainability

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This paper addresses the evaluations of administrators and teachers working in primary schools of sustainable strategic planning practices in schools and their perceptions of the effectiveness of total quality management (TQM) practices. This study followed the quantitative research approach and was limited to primary schools in Ankara, Turkey. A face-to-face survey was conducted, and 400 responses were obtained from administrators and teachers working in primary schools. The hypothesis was tested using path analysis. The findings confirm that strategic planning practices in schools make a significant contribution to enhancing the perception of the effectiveness of TQM practices. The findings of the study and their implications are expected to benefit the development of primary schools in Turkey.

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The Effect of Using Performance-based assessment Strategies to Tenth-Grade Students’ Achievement and Self-Efficacy in Jordan

Cited by 8 publications

References 0 publications

Teachers’ Instructional Practices and Learners’ Academic Achievement in Science

Teachers’ Instructional Practices and Learners’ Academic Achievement in Science

The impact of performance-based assessment strategies on pre-service teachers’ self-efficacy and academic achievement in general physics

Effects of Sustainable Strategic Planning Applications in Primary Schools on the Effectiveness of Total Quality Management Practices

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