The use of basic education comprehensive assessment systemschool education assessment (BECASSEA) mathematics tests and its results in enhancing mathematics teaching and learning at Komenda Edina Eguafo Abrem Municipality

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.