Effects of Classroom Assessment Environment on Mathematics Achievement of Hinguiwin NHS Students SY 2014 _2015

Abstract

INTRODUCTION

Mathematics achievementamong learners had been the most critical issue in our educational system nowadays. Several efforts were exerted to improve numerical literacy and achievement in the subject. As teachers, we need to identify the effects of classroom assessment to the mathematical achievement. The main purpose of the study was to determine the effects of classroom assessment environment on Mathematics achievement of Hinguiwin National High School students SY 2014 _2015.

METHODS

The study utilized a survey questionnaire which focused on the students’ behavior, teachers' attitude and daily routines as well as the type of test and time allotment in taking test. Qualitative analysis was done to interpret the results.

RESULTS

Mathematics achievement were affected by prior knowledge on four fundamental operations and general reading ability of the learner, as claimed by teachers. Gender of the students affect achievement of the subject especially boys. Teachers also revealed that negative attitudes of students’ specifically bad habits and rough norms inside the classroom hinders achievement while collaborative learning and peer tutoring helps a lot positively. As claimed by students, clarity of teacher’s explanation and discussion affects classroom assessment environment. The percentage of homework corrected and returned to the students had also negative effect. Giving often written reports in class had also negative effects on achievement. Time allotment for testing and evaluation is also a. hindrance in mathematics achievement.

DISCUSSIONS

The result demonstrated that teachers are the most important factors in Mathematics achievement. They need to deliver the lessons with clarity and must return all corrected homework and exercises to the students to motivate them in doing. They must also adopt various type of test in preparing examination and proper time allotment for testing and evaluation should be considered. Encourage the students to positively response during classroom discussion. Follow up activities such as assignments or exercises maybe in artistic forms fir valuing purposes. Mastery learning as well as used of different learning theory should be done to address the problem.