Effect of Training on Chemistry Teachers’ Attitude toward the Comprehensive Assessment System in Secondary Schools of Gakenke District, Rwanda

Abstract

This study sought to establish the effect of training on chemistry teachers’ attitude toward the comprehensive assessment system in secondary schools of Gkenke District in Rwanda. This study adopted the descriptive research design. Data was collected through questionnaire. Analysis of data was done through descriptive statistics. Furthermore, chi-square test was used to establish the existing relationship between the variables. The study concludes that the majority of teachers were trained on how the comprehensive assessment is implemented. Also most of respondents involved in this study showed a positive attitude towards the CAS and its implementation. Furthermore, the positive attitudes and effective use of CAS in teaching and learning chemistry were found to be associated with training received by teachers. The trained teachers in CBC implementation and its assessment strategies supported the relevance and importance of this assessment strategy compared to those who didn’t receive the training. The study recommends that the districts should organize adequate trainings related to comprehensive assessment strategies to all teachers. There is a need to enhance teachers’ continuous professional development (CPD) at school level to promote good understanding of CAS. There is also a need to enhance the culture of peer collaboration among teachers (learning by experience where strong teachers may help weak ones) in CAS implementation.