An Investigation of Students’ Perception of Assessment for Learning in Integrated Science: A Case Study of Potsin T. I. Ahmadiyya Senior High School

Samuel Agbene; Usman Baidoo; Stephen Atepor

doi:10.58421/misro.v2i3.104

DOI:

https://doi.org/10.58421/misro.v2i3.104

Authors

Samuel Agbene Potsin.T.I.Ahmadiyya Senior High School https://orcid.org/0009-0004-5604-0578
Usman Baidoo Potsin T.I. Ahmadiyya Senior High School
Stephen Atepor C. K. Tedam University of Technology and Applied Sciences https://orcid.org/0000-0001-9703-3367

Keywords:

Assessment For Learning, Summative Assessment Perception, Teaching Strategies , Senior High School, Feedback

Abstract

This study sought to investigate students’ perceptions of assessment for learning and the teaching strategies teachers employ in teaching integrated science. The students were sampled using stratified sampling techniques The sample for this study consisted of 215 senior high school third-year students. Students’ perceptions about assessment for learning were checked using Assessments Experience Questionnaires. The questionnaires were analyzed using descriptive statistics. The study found that students have a positive perception of assessment for learning. However, it emerged from the study that students are not assessed adequately in integrated science as prescribed in the science syllabus. Per the responses from the students, the teacher-centered approach seemed to dominate the teaching of integrated science instead of the student-centered approach as prescribed in the science syllabus. It is recommended that there should be proper supervision to ensure that students are well-assessed during the teaching and learning of integrated science. Again, this study for teaching integrated science implies that a specific teaching method (student-centered) or approach should be prescribed in the integrated science curriculum for teachers to use to improve students’ academic success in integrated science.

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