Sex differences and teachers’ awareness of school -based assessment among Senior High Schools in Ho Municipality

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