Barriers to effective school-based assessments implementation by primary school teachers in Savelugu Municipality, Ghana

Simon Alhassan Iddrisu; Robert Osman Iddrisu; James Kwame Mahama

doi:10.51867/ajernet.6.2.56

Authors

Dr. Simon Alhassan Iddrisu University for Development Studies, Ghana https://orcid.org/0009-0007-0573-0300
Robert Osman Iddrisu University for Development Studies, Ghana https://orcid.org/0009-0009-2390-1251
Dr. James Kwame Mahama University for Development Studies, Ghana https://orcid.org/0009-0008-6621-450X

DOI:

https://doi.org/10.51867/ajernet.6.2.56

Keywords:

Barriers, Effective, Implementing, School-Based Assessment, Primary School Teachers

Abstract

This study examined the difficulties encountered by primary school teachers in implementing school-based assessments (SBA) within the Savelugu Municipality. This research is significant in that it sought to clarify the challenges primary school teachers encounter in practising SBA in their classrooms. Fullan’s Change Theory, which explains that enduring change in educational institutions involves both strategic planning and emotional intelligence, guided the research study. The study employed a cross-sectional descriptive research design with a structured questionnaire as the principal research instrument for data collection. A sample of 270 primary school teachers were randomly sampled from a target population of 686 instructors within the municipality. The study attained a 100% response rate of completed questionnaires. The statistical tools that were used to analyse the data were means and standard deviations. The study found among other challenges confronting the conduct of SBA at the primary schools were, inadequate training for teachers on SBA methods, students copying assignments from their peers, lack of support from school leaders and frequent absenteeism by students. The study concluded that for SBA to be successfully implemented at the primary schools, it would require the right support systems, like tailored training for teachers, access to SBA guidelines, and changes to the school schedule. The study recommended that the Ghana Education Service (GES) and the Ministry of Education should furnish schools with essential resources, including materials and technical assistance, to facilitate effective implementation of SBA and enhance student learning outcomes in primary schools. Furthermore, educational institutions ought to engage in close collaboration with parents, community leaders, and social workers to tackle truancy and enhance steady student attendance.

Downloads

Download data is not yet available.

Author Biographies

Dr. Simon Alhassan Iddrisu, University for Development Studies, Ghana

Dr. Simon Alhassan Iddrisu is a senior lecturer in the Department of Educational Foundations Studies at the University for Development Studies. He has been working at the university for 15 years. Dr. Iddrisu has presented at both national and international research conferences and has published more than ten research articles in peer-reviewed journals. His research interests include educational assessment, statistics, measurements, instrument validation, and education-related research. Email: aisiimon@uds.edu.gh

Robert Osman Iddrisu, University for Development Studies, Ghana

Robert Osman Iddrisu is a lecturer in the department of educational foundations studies at the University for Development Studies. He has worked at the university for three years, published articles, and presented at national and international academic conferences. His research interests include educational assessment, measurement, educational statistics, and education-related research. Email: robert.iddrisu@uds.edu.gh

Dr. James Kwame Mahama, University for Development Studies, Ghana

Dr. James Kwame Mahama is a lecturer at the Department of Educational Foundations at the University for Development Studies. He has been working at the university for 5 years. Dr Mahama has presented at both national and international research conferences and has published more than nine (9) research articles in peer-reviewed journals. His research interests include guidance and counselling, educational psychology and education-related research. As a counsellor, Dr. Mahama organizes talks, counselling activities and seminars for parents and students on study skills and pre-marital counselling. Email: james.mahama@uds.edu.gh

References

Appiah, D. (2020). Primary School Teachers' Practice and Challenges of School-Based Assessment (SBA) System in Asikuma-Odoben-Brakwa District. Journal of Education and Practice, 11(4), 127-133.

Aduloju, M. O., Adikwu, O., & Agi, C. I. (2016). School-based assessment: Implication for national development. Open Access Library Journal, 3, 1-8. https://doi.org/10.4236/oalib.1102392 DOI: https://doi.org/10.4236/oalib.1102392

Amanchukwui, R. N., & Daminabo, D. (2014). Bringing about change in the school system: Application of Fullan's six secrets of change as a bedrock of educational change in the Nigerian educational system. International Journal of Educational Foundations and Management, 2(1), 83-100.

Amedahe, F. K., & Asamoah-Gyimah, K. (2017). Introduction to educational research. Akoyab Multimedia Limited.

Attom, S. N. (2017). Perception of authentic assessment and its practices among teachers in public senior high schools in Cape Coast Metropolis (Unpublished Master's thesis). University of Cape Coast.

Atsumbe, B. N., & Raymond, E. (2012). Problems of implementing continuous assessment in primary schools in Nigeria. International journal of Education and Practice 3(6), 71-76

Awoniyi, F. C. (2016). The understanding of senior high school mathematics teachers of school-based assessment and its challenges in the Cape Coast Metropolis. British Journal of Education, 4(10), 22-38.

Belay, S., & Tesfaye, A. (2017). The impending challenges of continuous assessment implementation at Dire Dawa University, Ethiopia. International Journal of African and Asian Studies, 35, 59-68

Barley, S. Y. (2013). Perspectives of school-based assessment in the NSS curriculum through the eyes of the administrative and teaching stakeholders in Hong Kong. Hong Kong Teachers' Centre Journal, 12, 21-48.

Byabato, S., & Kisamo, K. (2014). Implementation of school based continuous assessment (CA) in Tanzania ordinary secondary schools and its implications on the quality of education. Developing Country Studies, 4(6), 55-62.

Calveric, S. (2010). Elementary teachers' assessment beliefs and practices (Unpublished Doctoral thesis). Virginia Commonwealth University.

Conca, L. M., Schechter, C. P., & Castle, S. (2004). Challenges teachers face as they work to connect assessment and instruction. Teachers and Teaching, 10(1), 59-75. https://doi.org/10.1080/13540600320000170927 DOI: https://doi.org/10.1080/13540600320000170927

Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.

Curriculum Research and Development Division [CRDD], (2011). Teachers' handbook on school-based assessment for upper primary six. Ministry of Education

Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (4th ed.). McGraw-Hill, Inc.

Fullan, M. (2016). The new meaning of educational change. Teachers College Press.

Hasim, Z., Di, S., & Barnard, R. (2018). Eliciting teachers' understanding and their reported practices on school-based formative assessment: Methodological challenges. Indonesian Journal of Applied Linguistics, 8(1), 158-166.

https://doi.org/10.17509/ijal.v8i1.11476 DOI: https://doi.org/10.17509/ijal.v8i1.11476

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610. https://doi.org/10.1177/001316447003000308 DOI: https://doi.org/10.1177/001316447003000308

Kurebwa, M., & Nyaruwata, L. T. (2013). Assessment challenges in the primary schools: A case of Gweru Urban Schools. Greener Journal of Educational Research, 3(7), 336-344. https://doi.org/10.15580/GJER.2013.7.051413610 DOI: https://doi.org/10.15580/GJER.2013.7.051413610

Lukman, S. A., & Uwadiegwu, A. A. (2012). School-based assessment as an innovation in Nigeria educational system: The implementation challenges. Knowledge Review, 25(1), 123-127.

Malakolunthu, S., & Vasudevan, V. (2012). Teacher evaluation practices in Malaysian primary schools: Issues and challenges. Asia Pacific Education Review, 13, 449-456. https://doi.org/10.1007/s12564-012-9207-z DOI: https://doi.org/10.1007/s12564-012-9207-z

Marshall, C., & Rossman, G. (1999). Designing qualitative research (3rd ed.). Sage Publications

Metin, M. (2013). Teachers' difficulties in preparation and implementation of performance task. Educational Sciences: Theory and Practice, 13(3), 1664-1673.

Mhishi, M., Mandoga, E., Tunjera, N., & Bhukuvhani, C. E. (2012). An assessment of the 2009 Zimbabwe Government's decision to enrol pupils into Form One using school-based assessment as an alternative to public examinations. International Education Studies, 5(4), 31-38. https://doi.org/10.5539/ies.v5n4p31 DOI: https://doi.org/10.5539/ies.v5n4p31

Nair, G. K. S., Setia, R., Samad, N. Z. A., Zahri, R. N. H. B. R., Luqman, A., Vadeveloo, T., & Ngah, H. C. (2014). Teachers' knowledge and issues in the implementation of school-based assessment: A case of schools in Terengganu. Asian Social Science, 10(3), 186. https://doi.org/10.5539/ass.v10n3p186 DOI: https://doi.org/10.5539/ass.v10n3p186

Nugba, R. M. (2012). Implementation of school-based assessment in the Obuasi Municipality: Effectiveness, impact and challenges (Unpublished Master's thesis). University of Cape Coast, Cape Coast.

Omorogiuwa, K. O., & Aibangbee, E. O. (2017). Factors influencing the effectiveness of school-based assessment in public junior secondary schools in Benin City (Nigeria). Journal of Nursing, Social Studies, Public Health and Rehabilitation, 1(2), 7-15. https://doi.org/10.32725/jnss.2017.001 DOI: https://doi.org/10.32725/jnss.2017.001

Opara, I. M., Onyekuru, B. U., & Njoku, J. U. (2015). Predictive power of school-based assessment scores on students' achievement in Junior Secondary Certificate Examination (JSCE) in English and Mathematics. Journal of Education and Practice, 6(9), 112-116.

Osuola, E. C. (2005). Introduction to research methodology. Africana F.E.P Publishers Ltd.

Robson, C. (2024). Real world research. John Wiley & Sons.

Sarantakos, S. (1998). Sampling procedures. In Social research. Palgrave. https://doi.org/10.1007/978-1-349-14884-4_6 DOI: https://doi.org/10.1007/978-1-349-14884-4_6

Shim, K. N. (2009). An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education (Doctoral dissertation). University of Exeter (United Kingdom).

Veloo, A., & Md-Ali, R. (2016). Physical education teachers' challenge in implementing school-based assessment. International Review of Management and Marketing, 6(8), 48-53.

Walford, G. (2001). Site selection within comparative case study and ethnographic research. A Journal of Comparative and International Journal, 31(2), 151-164. https://doi.org/10.1080/03057920120068485 DOI: https://doi.org/10.1080/03057920124348