Assessment Strategies in Physical Education: Teachers’ Perceived Knowledge Employed in their Teaching at the Senior High Schools

George Kpor, Richmond Stephen Sorkpor, Seibu Munkaila and Razak Adamu
Additional contact information
George Kpor: Science department, Ghana National College, Cape Coast, Ghana
Richmond Stephen Sorkpor: Health Physical Education, Recreation and Sports (HPERS), University of Education, Winneba, Ghana
Seibu Munkaila: Health Physical Education, Recreation and Sports (HPERS), University of Education, Winneba, Ghana
Razak Adamu: Science department, Edinaman SHS, Elmina, Ghana

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 3443-3513

Abstract: Assessment strategies constitute a comprehensive set of documentation essential for evaluating competency components in Physical Education; however, literature is yet to report on the Physical Education teachers perceived knowledge and assessment strategies employed in their teaching at the Senior High School level. Therefore, this study investigated the Physical Education teachers perceived knowledge of assessment strategies in Senior High Schools. The study employed an explanatory sequential mixed method design to collect quantitative and qualitative data from 178 Physical Education teachers using a questionnaire and an interview guide through a census sampling technique. The findings of the quantitative showed that teachers possessed a high degree of expertise in the usage of assessment strategies through employing a diverse array of assessment strategies, including but not limited to demonstration, skill tests, student observation, peer observation, rubrics, checklists, and written tests whereas that of the qualitative reaffirmed and better explained the quantitative findings. The study provides compelling evidence that a significant majority of 78.9% of Physical Education (PE) teachers in Senior High Schools (SHS) in the Central Region possess a high knowledge regarding the use of assessment strategies. The study’s conclusions presented a multifaceted overview of the assessment strategies employed by Physical Education (PE) teachers in Senior High Schools (SHS) in the Central Region. The implications for these findings are detail discussed as they hold significant implications for both pedagogy and curriculum development.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... ssue-6/3443-3513.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... senior-high-schools/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:issue-6:p:3443-3513

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().