Practices of Mathematics Teachers in Relation to Pupils Performance in Enhancing Teaching at Balayan East Central School: An Assessment

Abstract

INTRODUCTION

The world today recognizes the importance of achieving high levels of literacy and numeracy. Studies have shown that societies with high levels of literacy and numeracy have lower levels of poverty. It has been accepted that good education leads to economic growth hence reduced. This study considers the investigation of teachers' perceptions of classroom assessment in mathematics and their current classroom assessment practices. Specifically, the study seeks to understand the methods and tools teachers use to assess their students. The researchers observe closely how classroom assessment is being carried out in the classroom by focusing on the strategies and tools the teachers used to assess the learners. In addition, the researcher investigated teacher perceptions of the role of assessment in teaching and learning mathematics.

METHODS

This study used naturalistic inquiry and the descriptive method of research and field survey. The naturalistic inquiry that focused research endeavors on how the respondents behave in natural settings while engaging in life experiences. It is descriptive in nature since the data are presented in a descriptive form and described using basic statistics. It is a field survey since the survey instrument is a questionnaire, which will be administered to the respondents.

RESULTS

The classroom assessment practices of the Mathematics teachers in Balayan East Central School and their strategies were high extent while the level of achievement of the selected pupils was under the category of developing. In this level, the pupils possess the minimum knowledge and skill and core understanding but need help throughout the performance of authentic tasks. There is a significant relationship between the teacher's classroom assessment practices and the achievement of their pupils in mathematics.

DISCUSSIONS

Classroom assessment practices as it affects greatly the achievement or performance of every pupil in Mathematics class should be the core of interest in classroom teachings of every Mathematics teachers in any school. The fact that it is really difficult to transfer knowledge in mathematics on the part of the learners, teachers are always expected to extend patience in dealing with slow learners, especially.