Investigating the Role of Using Various Methods in Math Evaluation on the Math Progress of Students of Kankor Preparation Classes

Description

Page: 125-130

Ghulam Sarwar Mubarez¹, Ahmad Atef², Noorulhaq Saddiqi³ (Department of Mathematics, Science Faculty, Balkh University, Afghanistan¹ and Department of Mathematic, Faculty of Education, Herat University, Afghanistan², ³)

The purpose of this study is to investigate the effect of using various assessment methods, including oral, written, and practical work, and providing feedback for the students preparing for the Kankor exam (National eligibility Examination for Universities) in Herat City. The statistical population is all high school graduates in Herat City in the academic year 2022-23. Two classes were selected from them as the experimental group, and two other classes were chosen as the control group by the available cluster sampling method. This quasi-experimental study was conducted with two experimental and control groups using a pretest-posttest design for four months. Many teachers confirmed the validity of the tests, heads of mathematics. Cronbach alpha method acknowledged the reliability of each test. The alpha coefficient of each test was higher than 0.7. It indicates a good situation regarding the reliability of each test. Descriptive statistics, t-test, and Leven’s test were used to analyze the findings. The results showed that the difference between the mean scores of experimental and control groups was significant. Therefore, using different methods for evaluating mathematics improve student mathematical learning and make them excel in their mathematical lessons.