Conditions for Evaluation of Mathematics Within Competence Based Approach (CBA), Mfoundi Division, Yaounde

Abstract

The study sought to investigate the conditions to which Mathematics evaluation operationalization in teaching/learning within the Competence Based Approach (CBA) can improve pupil’s performance. The researcher used survey research design within which observation was used both for teachers and pupils to collect data. The target population was 500 pupils from 29 Anglophone primary schools in Mfoundi division, using the stratified sampling techniques and a sample size of 63 pupils was obtained in Yaoundé VI Sub-division. The research was conducted with the review of related literature with the main theory being Stufflebean’s (1973) context, input, process, product (CIPP) theory. An observation grid (Flander’s Integrated Analysis System, FIA) was used to collect data and analysed using descriptive statistics (percentages). This resulted that operationalization of evaluation of Mathematics within CBA has short comings, (evaluation is not within the dynamics of the learners learning, not within the context of collaboration), does not rest on the professional judgement of learning, does not reflect the politics within which the ministry (state) wants, does not reflect ethical consideration divided by the different interveners, not being functional (justice, equity and equality) and instrumental (rigor, coherent and significant)