Predictive validity of school based assessment scores on mathematics performance in basic education certificate examination in the Mfantseman municipality

Abstract

This study aimed to investigate the predictive validity of School-Based Assessment (SBA) Scores on Basic Education Certificate Examination (BECE) performance in Mathematics in the Mfantseman Municipality. The research adopted a correlational design for data collection. Census and multi-stage stratified random sampling were used to select 158 public junior high school mathematics teachers and 400 BECE candidates spanning the years 2019 to 2022. The Cronbach Alpha reliability coefficient of the instrument was 0.86. The study revealed a strong and significant predictive relationship between SBA scores and BECE performance. The analysis indicated that SBA scores account for a substantial 54.9% of the factors influencing examination outcomes. Furthermore, the data confirmed a consistently strong positive correlation between SBA scores and BECE results across the four-year period studied, reinforcing the stability of this relationship. The study found a high level of engagement with SBA among educators in the municipality. However, a significant divergence was observed based on teaching experience. The analysis revealed that teachers at different career stages employ distinct approaches to SBA. Conversely, the study found no significant difference in SBA practices between male and female teachers. The study suggests improving teacher training by National Teaching Council, strengthening assessment practices by Ghana Education Service, promoting longitudinal assessment by Ministry of Education as well as supporting professional growth and fostering gender equity in education.