Open AccessImpact of Assessment as Learning on Attitudes towards Mathematics of Senior High School Students in Ahanta West and Mpohor Districts
Author(s) -
Abraham Gyamfi,
Abraham Yeboah,
Kingsley Kwasi Erzoah,
Patience Lange
Publication year - 2022
Publication title -
asian journal of education and social studies
Language(s) - English
Resource type - Journals
ISSN - 2581-6268
DOI - 10.9734/ajess/2022/v26i530643
Subject(s) - mathematics education , test (biology) , positive attitude , control (management) , significant difference , data collection , intervention (counseling) , medical education , psychology , mathematics , medicine , computer science , social psychology , paleontology , statistics , artificial intelligence , biology , psychiatry
Students’ attitude towards learning of mathematics has been of interest to both mathematics educators and other stakeholders. This is because students’ achievement and attitude have been described to like the siemese twin; almost impossible to separate. The concerns have been on how to improve students’ attitude towards mathematics. The study examined the impact of assessment as learning on attitudes on mathematics among Senior High School students in Ahanta West and Mpohor Districts. Quasi-experimental pre-test/ post-test control group design was adopted for the study. Multi-stage sampling techniques were applied to generate a sample of 81 participants comprising 32 in the experimental group and 49 in the control group. A questionnaire was mainly used for the data collection. A questionnaire on attitudes was administered students to determine classes with no significant difference in attitudes towards Mathematics. Then a training package with assessment as learning and a similar package with the traditional assessment methods were administered to the Experimental group and control group respectively. Finally, post intervention questionnaire on attitudes were administered to both groups. The results revealed SHS students in the experimental group have positive attitudes towards mathematics than those in the control group. Also gender has no significant effect on attitude towards mathematics in the face of assessment as learning.