Abstract:
This study sought to investigate significant sex differences in students’
achievement scores in core mathematics as measured by the School-Based
Assessment System. It also investigated the extent to which mathematics teachers
were aware and conversant with the provision for the SBA. A survey method was
used and simple random sampling and purposive sampling techniques were used
to select three Senior High Schools in the Ho Municipality. A total of 194
students had their assessment information used for the study as well as 42
Mathematics teachers participated in the study. A questionnaire consisting of 12
items measured on a 5-point Likert scale was used to collect the data on the
teachers while students’ academic records on SBA were obtained directly from
the schools. The results showed that there was a significant sex difference in
achievement scores between male and female students on class assessment task
scores. However, given the size of the absolute mean sex difference of class
assessment tasks and end of term examination scores, the study concluded that the
female students performed equally well as their male counterparts on
examinations. It is recommended that assessment should not be used as a means
of punishing students but should be used to enhance the teaching and learning
process. It is also recommended that an intensive in-service training and
workshops be organized for the Mathematics teachers to educate them on the
effective use of SBA in schools sampled within the Municipality
