V3I8P7

Teaching Practices, Assessment Strategies, and Students’ Achievement on the New Senior Secondary School Mathematics Curriculum in Kenema District

Mohamed Alpha^1*, Alhaji Mohamed Hamza Conteh¹, Alhaji Mohamed Sankoh²

Abstract

Mathematics education is essential for developing scientific literacy, logical reasoning, problem-solving skills, and competencies needed for national development. However, mathematics achievement remains a challenge in Sierra Leone due to factors such as inadequate resources, limited teacher development, large classes, and examination-focused practices. This study investigated the influence of teaching practices and assessment strategies on students’ mathematics achievement under the New Senior Secondary School Mathematics Curriculum in Kenema District, Eastern Sierra Leone. A quantitative descriptive correlational survey design was used. The study involved 300 students and 30 mathematics teachers selected through multistage sampling. Data were collected using questionnaires, classroom observations, and students’ mathematics achievement scores. Descriptive statistics, Pearson correlation, and multiple regression analyses were used. The findings showed that teachers frequently used effective practices, particularly classroom questioning (M = 3.84), clear lesson objectives (M = 3.78), and real-life applications (M = 3.70). However, the use of instructional materials and collaborative activities was limited. Assessment practices were widely used, with end-of-term examinations (M = 4.11) and homework assignments (M = 4.02) recording the highest scores, while diagnostic, peer, and self-assessment were less common. Students achieved a moderate mean mathematics score of 62.84 (SD = 13.25). Teaching practices had a significant positive relationship with achievement (r = 0.612, p < 0.001), as did assessment strategies (r = 0.547, p < 0.001). Regression analysis showed that teaching practices and assessment strategies jointly explained 41.8% of the variation in mathematics achievement (R² = 0.418, F(2,297) = 106.64, p < 0.001), with teaching practices being the stronger predictor. The study concludes that effective teaching and assessment practices significantly improve mathematics achievement. It recommends continuous teacher professional development, increased use of learner-centred approaches, improved instructional resources, and better alignment of curriculum goals with classroom assessment to strengthen mathematics learning outcomes in Sierra Leone.

Keywords:

Teaching practices; assessment strategies; mathematics achievement; senior secondary mathematics curriculum