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The use of Basic Education comprehensive assessment system/school education assessment (BECAS/SEA) Mathematics tests and its results in enhancing Mathematics teaching and learning at Komenda Edina Eguafo Abrem Municipality

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dc.contributor.author Torsoo, E.
dc.date.accessioned 2020-06-26T10:03:04Z
dc.date.available 2020-06-26T10:03:04Z
dc.date.issued 2012-12
dc.identifier.uri http://ir.uew.edu.gh/xmlui/handle/123456789/997
dc.description A project report in the Department of Mathematics Education, Faculty of Science Education, submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment for the award of the Degree of Master of Education (Mathematics) of the University of Education, Winneba. en_US
dc.description.abstract This study examined the use of Basic Education Comprehensive Assessment System/School Education Assessment (BECAS/SEA) mathematics tests and its results in promoting learning of Mathematics in our basic schools. It also ascertained whether or not educational workers make use of the SEA results in the Komenda-Edina-Eguafo-Abrem (KEEA) municipality to improve teaching and learning in the municipality. The researcher administered questionnaires to fifty-two (52) teachers, ten (10) head teachers and all the six (6) circuit supervisors in the KEEA municipality. Head teachers in the District were also interviewed to solicit more about SPAM and SEA. The study revealed that most schools did organize SPAM in every two years (68.9% of the teachers said that their schools organized SPAM every two years). 40% of the 10 head teachers and two of the circuit supervisors confirmed this revelation in this finding. Most teachers participated in administration SEA test in their various schools, that is, as many as 61.5% of teachers. All head teachers and circuit supervisors have participated in organizing SEA in their schools. Almost all educationists in the municipalities had little to no knowledge of the minimum competency level (MCL) and the proficiency level at which the SEA test is measured. Since its inception SEA had been organized on three occasions, 2006, 2008 and 2009. The average scores in mathematics and English of the SEA results rose from 65.28% to 67.63% in mathematics and 59.03% to 66.03% for basic stage (BS) 2 pupils showing an improvement in their performance. In conclusion, it was recommended that to improve teaching and learning in our schools, SPAM which is a forum for all stakeholders in our educational institutions, should be organized regularly with its importance echoed into the ears of all. In conclusion, non-availability or insufficiency of required text books and ineffective supervision of supervisors in GES are some factors militating against effective teaching and learning in most of our schools. en_US
dc.language.iso en en_US
dc.publisher University of Education, Winneba en_US
dc.subject Basic Education en_US
dc.subject Comprehensive Assessment System en_US
dc.subject School Education Assessment en_US
dc.subject Mathematics tests en_US
dc.subject Teaching and learning en_US
dc.subject Teaching en_US
dc.subject Learning en_US
dc.title The use of Basic Education comprehensive assessment system/school education assessment (BECAS/SEA) Mathematics tests and its results in enhancing Mathematics teaching and learning at Komenda Edina Eguafo Abrem Municipality en_US
dc.type Thesis en_US


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