Abstract:
The study investigated junior high school integrated science teachers and pupils’
perceptions of classroom assessment practices and pupils’ academic performance. The
study followed the convergent parallel mixed methods research design, using a sample
of two hundred (200) junior high school pupils and eleven (11) integrated science
teachers from public and private junior high schools in the Sunyani Municipality. A
convenient sampling technique was used to select eight schools for the study. In choosing
the pupils from each participating school, a proportional simple random method was
used. However, a purposive sampling technique was used to select the teachers for the
study. Data on teachers’ perceptions of teaching and classroom assessment practices as
well as pupils’ perceptions and academic performance in Integrated Science were
obtained through questionnaires, interviews, lesson observation, and document analysis.
Data collected from the respondents were compiled, sorted, edited, and coded into the
Statistical Package for the Social Sciences (SPSS) version 26. The results revealed that
the selected Integrated Science teachers in public junior high schools were more
academically and professionally qualified than those in private junior high schools. The
pupils selected for the study showed positive perceptions towards transparency of
assessment, application, and students’ capabilities, with means of 3.59 (SD = 1.30), 4.19
(SD = 0.96), and 4.25 (SD =.89), respectively, as opposed to congruence with planned
learning, with a mean of 3.02 (SD = 1.11). Nevertheless, the teachers also showed a more
positive perception towards classroom assessment by admitting that assessment was
useful to them and to their pupils. There were no significant differences between the
integrated science teachers’ priorities for conducting classroom assessment based on
school type (p =.74). In addition, it was found that the most frequent method teachers
from both school types used to teach the subject was discussion, which did not resonate
with the teaching methods prescribed in the 2012 JHS integrated science syllabus. It was
also observed that the most frequently used assessment tools by the teachers were class
tests, homework, and class exercises. Moreover, the study revealed that Pupils from
private Junior High Schools in the Municipality academically perform better than their
counterparts from the public Junior High Schools, with mean scores of 79.42 (SD = 5.67)
and 62.96 (SD = 7.46), respectively, p<.00. Finally, it was shown that science textbooks,
computers, and the 2012 JHS integrated science syllabus were available in the schools
studied. The public schools seem to be better resourced than the private schools used in
the study. Based on the results obtained, the study recommended that the District and
Municipal Education Directors and Circuit Supervisors should keep close eyes on the
work of the public integrated science teachers in the municipality to bridge the gap
between the performance of public and private junior high school pupils in integrated
science. To improve pupils’ academic performance in integrated science, the study also
recommends that the teachers try as much as possible to assess the pupils on what they
are taught and also give room for the pupils to be part of their own assessment by
employing peer and self-assessment in their class. Finally, to cultivate the habit of
positive perception in pupils towards assessment, the pupils should have a say in how
they will be assessed.
Description:
A thesis in the Department of Science Education,
Faculty of Science Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Doctor of Philosophy
(Science Education)
in the University of Education, Winneba