A study of performance-based assessment practices of teachers in second cycle institutions in the Cape Coast metropolis

Abstract

The study assessed PBA practices of teachers in second cycle institutions in the Cape Coast Metropolis. The study was guided three research questions and three hypotheses. The study was carried out employing the descriptive survey design. A total of 426 public second-cycle teachers (Out of 1299) were proportionately sampled for the study. Questionnaires were adapted for the study. Reliability was ascertained using the internal consistency method. Pilot testing revealed that the Cronbach’s alpha of all the four scales were; knowledge (.733), Beliefs (.727), Practices (.747) and challenges (.839). The data collected were analysed using means, standard deviations, frequency and percentages; and inferential statistics (Structural equation modelling, moderation, and mediation analysis). Teachers used in the study had a moderate level of knowledge, often practised PBA but faced several challenges such as large class sizes, inadequate time, resources, and too much workload. Teachers’ knowledge of PBA predicted their PBA practices. PBA Beliefs significantly mediated the relationship between knowledge of teachers and PBA practices of teachers. The study concluded that current teachers’ knowledge and practice of PBA may be inadequate since the current market trends call for practical application of knowledge learnt in the classroom to help solve real life problems. The Ministry of Education and Ghana Education Service as well as heads of the various institutions should encourage teachers to practice PBA regularly to help students gain the necessary skills to function and contribute to development.