TEACHER’S PERCEPTIONS REGARDING BOARD EXAMINATIONS AND ITS IMPACT ON TEACHING PRACTICES AT SECONDARY LEVEL

Abstract

Assessment increase knowledge during the prerequisite of response, and consequently, by pointer evaluation measures assist productive connection linking learners and mentor as well as between learner; such exchanges connect learners to be educated regarding their potencies, and faults and as well, facilitate them espouse suitable educating tactics, or adjust the offered ones. This study was aimed to investigate teacher’s opinions about board examinations and its impact upon teaching practices at secondary level. Data was collected through self developed questionnaire. Descriptive survey 154 both male (n=34) and female (n=111) teachers perceptions regarding board examinations and its impact on the teaching practices was conducted. Both inferential and descriptive statistics including t-test tools were applying for data analysis. The findings revealed that there was no statistically significant change in secondary school educators’ perception about board examinations. Findings also indicated that there was no statistically significant dissimilarity in the secondary school instructors’ (both male & female) perceptions about impact of instruction performs. Besides, outcomes of this study specify that board examinations affected secondary school teachers’ coaching performs. Teachers taught that was important for board exams.