The Implementation Of Formal Assessments In Intermediate Phase Mathematics As A Foundation Of Teaching And Learning Enhancement In The Lejweleputswa District

Abstract

The purpose of this research was to delve into the manner in which intermediate phase mathematics teachers implement formal assessments in order to enhance teaching and learning. The research was elicited by several reports on the underperformance of South African learners in mathematics. The constructivist philosophy was embraced to underpin the study; specifically, Piaget‟s cognitive constructivism and Vygotsky‟s social constructivism. The research emulated a mixed-methods research design, namely the sequential explanatory research design; hence it combined both the positivists and interpretivist paradigms. The sample of the study involved 151 intermediate phase mathematics teachers in the Lejweleputswa district. The study employed simple random sampling for the quantitative strand and purposive sampling for the qualitative strand. Data was gathered through the questionnaire, document analysis, which utilised a checklist and semi-structured interviews. The analysis of quantitative data was done in two sections, thus descriptive statistics first, followed by inferential statistics. Interview data analysis was done through the themes that emerged from participants‟ responses. Results of the research have uncovered that the majority of teachers do not align assessment in mathematics to theories of education, in this case, the constructivist theory which informed the study. Furthermore, document analysis has revealed that assessments are inadequately implemented; they do not meet the requirements as stipulated by the Curriculum Assessment Policy Statement (CAPS). Some teachers face challenges when it comes to formal assessment implementation because they are not trained to teach in the intermediate phase, instead, they are trained for other phases. Additionally, the Free State Department of Education does not adequately train teachers in formal assessments. Learners have difficulties in understanding word sums, hence making it difficult for them to solve complex procedures in mathematics. Hypotheses tests were conducted to compare teachers‟ implementation of formal assessments according to gender, age, teaching experience, professional teaching qualification, class size and school quintile. Independent-sample t-tests show that there is no statistically significant difference between male and female teachers on formal assessment scores. However, there is a statistically significant difference between young and old teachers on formal assessment scores. Old teachers implement formal assessment better than young teachers. The results also reveal that there is a statistically significant difference among teachers with teaching experience of 1-5 years and 6-28 years on formal assessment scores. Teachers with 6-28 years of teaching experience implement formal assessment better than teachers with 1-5 years of teaching experience. The results show that there is a statistically significant difference among mathematics teachers with or without professional teaching qualifications in the intermediate phase on formal assessment scores. Teachers qualified to teach in this phase implement formal assessment better than those who are not qualified to teach in this phase. The results also show that there is a statistically significant difference among intermediate mathematics teachers who teach an average of 25-40 learners and an average of 41-55 learners on formal assessment scores. Teachers who teach 25-40 learners implement formal assessment better than those who teach 41-55 learners. One-way between-groups analysis of variance (ANOVA) has revealed that there is no statistically significant difference among mathematics teachers who teach different intermediate phase grades on formal assessment scores. ANOVA has also revealed that there is a statistically significant difference among intermediate mathematics teachers who teach at different school quintiles on formal assessment scores. Teachers at quintile 4 and 5 schools implement formal assessment better than those at quintile 1, 2 and 3 schools. The study, therefore, recommends that teachers must be involved in curriculum design. Teachers must be placed according to the subjects and phases they are qualified for. Teacher training institutions should practically train mathematics student teachers to implement formal assessments effectively. Teachers should be continuously developed by their subject advisors and lastly, teachers need to continue developing themselves to keep abreast of current developments in mathematics.