The Impact of Using Rubrics as Assessment Tools on Pupils’ Academic Performance in Senior Secondary Mathematics: A case of Malela Secondary School, Copperbelt Province, Zambia.

Abstract

This study was conducted to show whether or not using rubrics as an assessment tool has an impact on pupils’ academic performance in Mathematics at senior secondary school level. The problem of poor performance of Grade 12 pupils in Mathematics has been a matter of concern, especially at Malela secondary school.  In this study, a rubric served as an assessment tool to gather information about pupils’ achievement levels in demonstrating both knowledge and skills. The study sample population included two (2) grade 12 classes, were one class was the experimental group (N=55) and the other one was a control group (N=55) and Six (6) teachers of Mathematics. The two (2) grades twelve (12) classes were selected from the target population of the five (5) grade twelve classes using simple random sampling, and the six (6) teachers were selected purporsively.The study was based on three (3) research questions and two hypotheses. The research method used was a mixed approach and the research design was a quasi-experimental design. Three topics were taught to both the experimental and control groups which included probability, geometrical transformations and linear programing using problem based learning strategies. The experimental group was assessed using rubrics while the control group was assessed using conventional forms of assessment. The two groups were subjected to a pre-test, end of topic tests and a post-test. Data was also collected using teacher questionnaires and classroom observations. Quantitative data was analyzed using SPSS version 20, where an independent sample t-test was conducted at alpha (α) = 0.05 significance level and qualitative data was analyzed by categorizing, describing and explaining. The study revealed that using rubrics for assessment was found to have a positive impact on pupils’ academic performance as the experimental group outperformed the control group. The study also revealed that Mathematics teachers had a limited way of assessing pupils in class. Hence the reason to recommend that alternative assessment tools (rubrics) should be made mandatory to teachers of Mathematics at senior secondary school level.

Keywords: Rubric, Assessment, Assessment tools, Conventional forms of assessment, academic performance.

DOI: 10.7176/MTM/9-7-02

Publication date: July 31^st 2019