Secondary Cycle Mathematics Teachers’ Use of Evaluation Methods in the Kingdom of Saudi Arabia

Abstract

The research aimed to identify the degree of the use of evaluation methods represented in class questions, tests, homework, and non-exam questions for mathematics teachers in the secondary cycle, and its relation to gender, class size, and the number of training sessions in the area of evaluation. To achieve the research objectives, the researcher used the descriptive analytical method. The sample of the research consisted of 212 randomly selected teachers. A questionnaire composing of 35 items and measuring the degree of use of the evaluation methods was distributed. Results concluded an arrangement of the degrees of the teachers’ use of the methods in a descending order according to the evaluation methods’ means, where the results showed that the most commonly used evaluation methods from the standpoint of the teachers were: using textbook questions and exercises, raising questions for group discussion, and asking questions dealing with lesson prerequisites. With reference to the tests, the methods were providing tests at the end of the semester for evaluating students' knowledge and skills and the use of some of textbook questions that were previously solved, in preparation for the tests. In regards to homework, the methods were assigning homework, directing students to prepare for lessons, and making cumulative revisions to ensure student comprehension of lessons. Scores for the use of those methods were arranged in a descending order according to mean scores. Results also showed that mean differences were statistically significant (oe≤0.05) in the degree of using such evaluation methods according to the variables of the class size and training courses. Nevertheless, no statistically significant differences related to the variable of gender were found. The researcher recommended the necessity of preparing a procedural guide for mathematics teachers that includes a full description of various evaluative methods in light of the mathematics curriculum needs that are recently applied. It is also recommended to intensify professional development training courses to increase the knowledge and skills of teachers in the use of evaluation methods, and to train them to apply evaluative activities in large classes.