Assessment of Mathematics and Science Teachers’ Knowledge and Practice of Feed-back System in Junior High Schools in Hohoe, Ghana

Abstract

Aim: Teachers' knowledge of feedback systems encompasses their understanding of the purpose and types of feedback, as well as their knowledge of how to design and implement effective feedback processes. The practice of feedback systems refers to the extent to which they implement feedback processes in the classroom. This includes the frequency and quality of feedback provided to students, as well as the use of feedback to guide instructional decisions. Assessing teachers' knowledge and practice of feedback systems in junior high schools is important because effective feedback practices are essential for promoting student learning and academic achievement. This study aimed to assess mathematics and science teachers' Knowledge and Practice of feedback systems in junior high schools in Hohoe, Ghana.
 Methods: A survey research design was used to collect data from 104 mathematics and science teachers using a self-administered questionnaire. Descriptive statistics, Mann-Whitney U test, and Pearson's correlation coefficient were used to analyze the data.
 Results: The results showed that the mean Knowledge score of mathematics and science teachers was 3.12, indicating a majority agreement level of knowledge of feedback system. The mean practice score was 2.12, indicating a majority disagreement level of practice of feedback system in the classroom. There was no significant difference in knowledge and practice scores between male and female teachers. However, an inverse correlation was found between knowledge and practice scores, indicating that teachers with higher knowledge of feedback systems may not necessarily be effective at implementing those systems in practice.
 Conclusion: It was observed that majority of the participants do not practice feedback in their teaching.
 Recommendations: There is need for professional development programs and policies that support effective feedback practices in the classroom. Further research is needed to identify the contextual factors that influence teachers' feedback practices and their understanding of feedback purposes in Ghana.