Pupils’ attitude towards school based forms of assessment: a case study of selected primary schools in Kampala District

Abstract

The study entitled “Pupils’ attitude towards school based assessment a case study of selected schools in Kampala district” aimed at investigating how pupils in upper primary school receive, respond to and value homework. Receiving, responding and valuing were used as indicators of pupils’ attitude. The study followed a descriptive case study design and qualitative and quantitative methods were used, The respondents in this study were pupils selected randomly, teachers and administrators who were selected purposively, and parents who were selected through convenience sampling .The instruments used in data collection were; questionnaires, interview guides and focus group discussion guides. The numerical data collected was analyzed using means and frequencies whereas qualitative data was recorded, transcribed and interpreted in accordance with the study themes. The study was mainly guided by the constructivist theory and it revealed that pupils receive and respond to homework positively although they have reservations regarding the amount of homework given to them. The study also revealed that pupils mainly value homework because of its ability to help them revise for exams. The other purposes of homework advocated for by constructivism like individual discovery of new or additional knowledge and building social connections by the pupil with family and their community are not achieved. The study recommended that the selected schools review their homework policies and reduce the homework load. Secondly the schools need to make the homework more interesting and stimulating. Finally, parents need to be actively involved in the supervision of homework. The study noted the need for comprehensive research on the influence of parental attitude on the attitude of pupils towards homework and the effects of homework on the study habits of pupils.