Abstract:
The purpose of this study was to investigate the practices and challenges of implementing CA
in Mathematics Education in PS of WAZ. The study used mixed methods design to conduct
the research. Of the total sample size of the study groups, 13 (100 %) of the teachers and 296
(93.1 %) of students filled in and returned the questionnaire. In addition, 6 Mathematics
teachers, 6 PS principals, and 3 schools supervisors were interviewed. Data were collected
through questionnaire, interview, observation and document analysis. Percentages, F-value,
chi-square, Mann-Whitney U-test, and P-value were statistical method used to analyze and to
present the data by using SPSS version-20. In light of the findings, it has been examined that
though PS under study has practiced CA, they could not strictly follow all the methods of the
practice of CA processes. So, the practice of CA in PS of WAZ is low. Moreover, it has been
determined that different CA techniques has not been adapted in most teachers’ activity. The
actual practice of CA by teachers were: oral questions, tests, quiz, exam, and group
assignment. Accordingly, almost all teachers use only paper and pencil test to assess their
students. Therefore, the effort made to use different CA techniques is poor in PS of WAZ. The
study also explored that large class size, time constraint, lack of adequate instructional
materials, lack of knowledge on the usage of different assessment techniques, poor
communication of teachers on CA implementation, lack of proper supervision, lack of uniform and consistent CA result recording habits among teachers, lack of commitment and
beliefs of teachers, school facilities, and the support and encouragements from schools
administration were the major challenges of the implementation of CA in mathematics
education. Thus, to improve the situation, building more classrooms, reducing large class
size, hiring additional teachers, equipping instructional materials, arranging training for
teachers and students on CA, assigning right school principal and supervisor, and the
support and immediate feedback on the learners’ CA implementation were suggested as
potential solutions to the proper implementation of CA in mathematics education.
