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Continuous assessment and lower attaining pupils in primary and junior secondary schools in Ghana

Hayford, Samuel Kweku (2008)
Ph.D. thesis, University of Birmingham.

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Abstract

This thesis explored the uses of continuous assessment and the experiences of lower attaining pupils in primary and junior secondary schools at Agona and Affutu Districts in Ghana. The study adopted a range of data collection methods including: self-completed questionnaires, semi-structured and focus groups interviews. A systematic sample of 107 primary and junior secondary teachers answered questionnaires and 12 teachers from the cohort were interviewed. Additionally, four focus groups of Primary 6 lower attaining pupils were interviewed. The main findings of the study were: • The majority of the teachers in the study felt strongly that continuous assessment enabled teachers to support lower attaining pupils to improve. • The teachers reported in the interviews that they used the same approach to assess all pupils including lower attainers in classrooms; this caused the pupils to perform poorly and eventually repeat classes. • The teachers identified policy, larger classes and lack of training as barriers to supporting lower attainers to improve. • Lower attaining pupils in the study reportedly became anxious, frustrated, and helpless before and during class tests, and upset when they failed. • They identified difficult tasks, lack of self-regulated learning and supportive environments as barriers to participating in class tests. The findings have implications for policy, practice, research, teacher training and professional development.

Type of Work:Ph.D. thesis.
Supervisor(s):Lewis, Ann and Robertson, Christopher
School/Faculty:Schools (1998 to 2008) > School of Education
Department:Education
Subjects:LB Theory and practice of education
Institution:University of Birmingham
Library Catalogue:Check for printed version of this thesis
ID Code:128
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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