Effect of Examination on Instructional Practices of Elementary School Teachers: A Mixed Methods Study

Examination conducted by the Punjab Examination Commission (PEC) at grade VIII is high-stakes as intended and unintended consequences are associated with result of the examination and influence teaching learning process in school. A mixed methods sequential explanatory study was conducted to investigate effects of the examination conducted by the PEC on instructional practices of teachers at elementary level in seven districts of the Punjab. In quantitative phase survey data was collected from 521 elementary school teachers teaching in seven districts of the Punjab selected through multistage random sampling. The quantitative results were used to select participants for qualitative phase of the study through maximum variation strategy of purposive sampling. Quantitative phase identified female teachers perceived more effects of examination on their instructional practices. Moreover, teachers belonged to age group 42-48 experienced most of the effects of examination on their instructional practices as compared to teachers belonged to other age groups. Similarly teachers belonged to district 3 (Okara) experienced more effects of examination on their instructional practices as compared to teachers serving in other districts. The qualitative data indicated that instruction was driven by the examination. Teacher centred instructional strategies were dominant. Paper pattern defined the instruction and tests were extensively practiced in classes. Teachers used strategies for helping students to attempt MCQs. One of the objectives of this examination reform was to improve teaching and learning and in the light of this study it remains rhetoric. The findings of the study have posed several challenges for examination board, curriculum and educational authorities in the Punjab