Abstract
Students’ attitude towards learning of mathematics has been of interest to both mathematics educators and other stakeholders. This is because students’ achievement and attitude have been described to like the siemese twin; almost impossible to separate. The concerns have been on how to improve students’ attitude towards mathematics. The study examined the impact of assessment as learning on attitudes on mathematics among Senior High School students in Ahanta West and Mpohor Districts. Quasi-experimental pre-test/ post-test control group design was adopted for the study. Multi-stage sampling techniques were applied to generate a sample of 81 participants comprising 32 in the experimental group and 49 in the control group. A questionnaire was mainly used for the data collection. A questionnaire on attitudes was administered students to determine classes with no significant difference in attitudes towards Mathematics. Then a training package with assessment as learning and a similar package with the traditional assessment methods were administered to the Experimental group and control group respectively. Finally, post intervention questionnaire on attitudes were administered to both groups. The results revealed SHS students in the experimental group have positive attitudes towards mathematics than those in the control group. Also gender has no significant effect on attitude towards mathematics in the face of assessment as learning.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
