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Explo ing G ade Ten S uden s' Pe cep ions o he E ec i eness o he In eg a ed
Science School-Based Assessmen in a Seconda y School in Region 6, Guyana: A
P elimina y S udy
Nicholas De F ance 1, Lakhna ayan Kuma Bhaga a hi 2, 3, 4, *, And e Inda da 1, Aa i Baksh 4, Bibi Ra eena
Ally-Cha les 5, Chalasa Cossiah 4, Phillip N. B. Da Sil a 2, 4 and Fe ial Pes ano 4
1 Facul y o Educa ion and Humani ies, Uni e si y o Guyana, Tu keyen Campus, G ea e Geo ge own, Guyana.
2 Ins i u e o Ma ine and Ri e ine Ecologies and Economies, Uni e si y o Guyana, Be bice Campus, John’s Science Cen e,
Co en yne, Be bice, Guyana.
3 Facul y o Na u al Sciences, Uni e si y o Guyana, Tu keyen Campus, G ea e Geo ge own, Guyana.
4 Facul y o Na u al Sciences, Uni e si y o Guyana, Be bice Campus, Tain, Co en yne, Be bice, Guyana.
5 College o Medical Sciences, Uni e si y o Guyana, Tu keyen Campus, G ea e Geo ge own, Guyana.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 1969-1982
Publica ion his o y: Recei ed on 02 Ap il 2025; e ised on 11 May 2025; accep ed on 13 May 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.26.2.1894
Abs ac
This s udy explo es s uden s' pe cep ions o he e ec i eness o he In eg a ed Science School-Based Assessmen (SBA)
wi hin he Ca ibbean Seconda y Educa ion Ce i ica e (CSEC) amewo k. G ounded in educa ional heo ies ha
suppo con inuous assessmen , he SBA aims o os e c i ical hinking, p ac ical applica ion, and independen lea ning
h ough hands-on expe imen s and collabo a i e p ojec s. Despi e hese in ended bene i s, limi ed empi ical e idence
exis s on how s uden s pe cei e he SBA’s ole in enhancing academic pe o mance, pa icula ly wi h ega d o gende
di e ences. This esea ch add esses his gap by examining how s uden s iew he con ibu ion o he In eg a ed Science
SBA o hei CSEC pe o mance and whe he pe cep ions di e be ween male and emale s uden s. A quan i a i e
esea ch design was employed, u ilizing a s uc u ed 20-i em Like -scale ques ionnai e adminis e ed o a s a i ied
andom sample o hi y- i e (35) In eg a ed Science s uden s om a seconda y school. The ins umen demons a ed
high in e nal consis ency (C onbach's alpha = 0.81). Desc ip i e s a is ics showed gene ally posi i e pe cep ions o he
SBA, wi h s uden s ag eeing ha he SBA enhances unde s anding o scien i ic concep s, c i ical hinking, and exam
eadiness. Howe e , a eas o conce n included cla i y o ins uc ions and adequacy o eache suppo . Independen
samples - es s e ealed no s a is ically signi ican di e ences be ween male and emale s uden s' pe cep ions ac oss
all ques ionnai e i ems, indica ing a sha ed consensus on he SBA’s e ec i eness ega dless o gende . These indings
suppo he conclusion ha he In eg a ed Science SBA posi i ely impac s s uden s’ academic expe iences and ou comes
in a gende -neu al manne . Despi e i s small sample size and con ex -speci ic ocus, he s udy p o ides aluable
insigh s o educa o s and policymake s. I ecommends clea e guidance, enhanced eache suppo , ex ended ask
imelines, and inc eased oppo uni ies o collabo a i e lea ning. Add essing iden i ied conce ns could u he
s eng hen he SBA’s ole as a meaning ul componen o he In eg a ed Science cu iculum.
Keywo ds: School-Based Assessmen ; In eg a ed Science; Science Educa ion; Ca ibbean Seconda y Educa ion
Ce i ica e; S uden Pe cep ions; Gende Di e ences; Educa ional Ou comes
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 1969-1982
1970
1. In oduc ion
1.1. School-Based Assessmen (SBA)
The concep o SBA is oo ed in he educa ional heo y ha con inuous assessmen can p o ide a mo e accu a e and
comp ehensi e measu e o s uden lea ning compa ed o adi ional, high-s akes examina ions. SBAs a e designed o
assess s uden s o e a pe iod, in ol ing a ious asks ha equi e he applica ion o heo e ical knowledge o p ac ical
scena ios. This app oach is in ended o de elop c i ical hinking, p oblem-sol ing skills, and he abili y o conduc
scien i ic inqui ies, all o which a e essen ial compe encies o s uden s in he 21s cen u y [9].
The In eg a ed Science SBA speci ically aims o b idge he gap be ween heo e ical ins uc ion and p ac ical applica ion.
By engaging s uden s in hands-on expe imen s, esea ch p ojec s, and collabo a i e asks, he SBA seeks o enhance
hei unde s anding o scien i ic p inciples and p ocesses [21]. This o m o assessmen is also aligned wi h
con empo a y educa ional goals ha emphasize skills such as collabo a ion, communica ion, and independen lea ning
[19].
Despi e he heo e ical bene i s o SBAs, he e is limi ed empi ical e idence on how s uden s pe cei e hese assessmen s
and hei e ec i eness in enhancing lea ning and exam pe o mance. Unde s anding s uden pe cep ions is c ucial
because i can in o m educa o s abou he s eng hs and weaknesses o he SBA, guiding imp o emen s and ensu ing
ha he assessmen me hod mee s educa ional objec i es. This esea ch add esses his gap by explo ing he pe cep ions
o s uden s ega ding he In eg a ed Science SBA wi hin he CSEC amewo k. I also seeks o de e mine i he e a e any
signi ican di e ences in pe cep ions be ween male and emale s uden s, which could highligh po en ial a eas o
a ge ed in e en ions [22].
1.2. Impo ance o School-Based Assessmen (SBA)
The concep o SBA is oo ed in he educa ional heo y ha con inuous assessmen can p o ide a mo e accu a e and
comp ehensi e measu e o s uden lea ning compa ed o adi ional, high-s akes examina ions. SBAs a e designed o
assess s uden s o e a pe iod, in ol ing a ious asks ha equi e he applica ion o heo e ical knowledge o p ac ical
scena ios. This app oach is in ended o de elop c i ical hinking, p oblem-sol ing skills, and he abili y o conduc
scien i ic inqui ies, all o which a e essen ial compe encies o s uden s in he 21s cen u y [9].
The In eg a ed Science SBA speci ically aims o b idge he gap be ween heo e ical ins uc ion and p ac ical applica ion.
By engaging s uden s in hands-on expe imen s, esea ch p ojec s, and collabo a i e asks, he SBA seeks o enhance
hei unde s anding o scien i ic p inciples and p ocesses [21]. This o m o assessmen is also aligned wi h
con empo a y educa ional goals ha emphasize skills such as collabo a ion, communica ion, and independen lea ning
[19].
1.3. E ec i eness o School-Based Assessmen s (SBAs) on Academic Pe o mance
Onyango (2012) [32] in es iga ed he in luence o SBA on pe o mance in Kenya's P ima y Teache Educa ion
examina ion. The s udy ound a weak bu posi i e ela ionship be ween SBA and inal examina ion sco es, wi h he
inclusion o SBA sco es posi i ely a ec ing s uden s' g ades, especially as he weigh ing o SBA inc eased.
Osadebe (2015) [34] conduc ed a compa a i e analysis o senio seconda y school s uden s' pe o mance wi h SBA
sco es o con inuous assessmen and p omo ion examina ions in Nige ia. The s udy e ealed ha s uden s pe o med
be e in con inuous assessmen s, sugges ing i s e ec i eness in e alua ing s uden s' academic p og ess.
In Malaysia, Abdullah e al. (2016) [1] e alua ed he e ec i eness o SBA among science eache s using he Con ex ,
Inpu , P ocess, and P oduc (CIPP) model. The s udy concluded ha while he p ocess dimension o SBA implemen a ion
was high, o he dimensions we e mode a e, sugges ing a eas o imp o emen in SBA p ac ices.
Fa eo (2020) [17] s udied he in luence o con inuous assessmen on academic pe o mance o seconda y school
s uden s in Biology in Nige ia. The esea ch indica ed a signi ican ela ionship be ween con inuous assessmen sco es
and academic pe o mance, a i ming he ole o con inuous assessmen s in enhancing s uden achie emen .
Issaka e al. (2020) [25] explo ed he bene i s o SBA in lea ning Social S udies in Ghana. Despi e mos eache s no
ha ing a ended wo kshops on SBA, hey implemen ed i in assessing s uden s and ecognized i s ad an ages in eaching
and lea ning, ecommending u he aining o e ec i e u iliza ion.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 1969-1982
1971
Azid e al. (2022) [5] examined he inco po a ion o highe -o de hinking skills (HOTS) in SBA and i s e ec on s uden s'
ma hema ics achie emen in Malaysia. The s udy ound ha in eg a ing HOTS in o SBA con ibu ed signi ican ly o
s uden s' ma hema ics sco es, highligh ing he impo ance o cogni i e skill de elopmen in assessmen s.
In Pakis an, Das e al. (2022) [15] conduc ed a quasi-expe imen al s udy in ol ing 486 seconda y school s uden s o
assess he impac o o ma i e assessmen on academic achie emen . The indings indica ed a s a is ically signi ican
imp o emen in s uden s' pe o mance, emphasizing he posi i e ole o o ma i e assessmen s in enhancing lea ning
ou comes.
In Nige ia, Ilobi e al. (2022) [23] in es iga ed he e ec o SBA s a egies on senio seconda y school s uden s'
pe o mance in economics. The s udy e ealed ha s uden s exposed o SBA s a egies, including quizzes, obse a ions,
assignmen s, p ojec s, and pee assessmen s, pe o med be e han hose who we e no , unde sco ing he e icacy o
SBA in imp o ing academic pe o mance.
Adjei e al. (2023) [2] in es iga ed he impac o pe o mance-based assessmen s a egies on p e-se ice eache s' sel -
e icacy and academic achie emen in gene al physics in Ghana. The quasi-expe imen al s udy demons a ed ha
pe o mance-based assessmen s signi ican ly imp o ed s uden s' p oblem-sol ing abili ies and con idence in s udying
physics.
Su man e al. (2024) [44] examined he p edic i e capaci y o SBA on s uden s' ma hema ics pe o mance in Ghana's
Basic Educa ion Ce i ica e Examina ion (BECE). Analyzing da a om 150 ma hema ics eache s, he s udy ound a
s ong p edic i e ela ionship be ween in e nal exam sco es and BECE pe o mance, highligh ing he c i ical ole o SBA
in o ecas ing academic ou comes.
Collec i ely, hese s udies unde sco e he posi i e impac o SBA on s uden s' academic pe o mance ac oss di e se
educa ional se ings. While he e ec i eness o SBA a ies based on implemen a ion s a egies and con ex ual ac o s,
he o e a ching consensus is ha well-s uc u ed SBA p ac ices enhance lea ning ou comes, os e c i ical hinking, and
be e p epa e s uden s o summa i e e alua ions.
1.4. School-Based Assessmen s (SBAs) in Science Educa ion
School-Based Assessmen s (SBAs) a e designed o e alua e s uden s o e an ex ended pe iod h ough a ious asks,
p omo ing con inuous lea ning and applica ion o knowledge [9]. Resea ch has shown ha SBAs can enhance c i ical
hinking and p oblem-sol ing skills, as hey equi e s uden s o engage wi h p ac ical and heo e ical aspec s o hei
s udies [19] [43]. Ho s ein and Lune a (2004) [21] emphasized he impo ance o labo a o y expe iences in science
educa ion, no ing ha hands-on ac i i ies help s uden s de elop scien i ic easoning and inqui y skills.
In he con ex o In eg a ed Science, SBAs acili a e a deepe unde s anding o scien i ic concep s by b idging he gap
be ween class oom lea ning and eal-wo ld applica ion [11]. This alignmen wi h cons uc i is lea ning heo y
suppo s he idea ha s uden s cons uc knowledge h ough ac i e engagemen and e lec ion [36]. Vygo sky’s Social
De elopmen Theo y u he suppo s he collabo a i e aspec s o SBAs, whe e pee in e ac ions enhance lea ning [45].
One o he p ima y bene i s o SBAs is hei abili y o enhance c i ical hinking and p oblem-sol ing skills among
s uden s. T adi ional assessmen s o en ocus on o e memo iza ion and he abili y o ecall in o ma ion unde imed
condi ions. In con as , SBAs equi e s uden s o apply hei knowledge in a ious con ex s, encou aging deepe
cogni i e engagemen . Acco ding o Ha len and James (1997) [19], his con inuous assessmen p ocess enables s uden s
o de elop a mo e p o ound unde s anding o he subjec ma e , as hey mus analyze, syn hesize, and e alua e
in o ma ion egula ly. S iggins (2002) [43] adds ha such assessmen s os e a lea ning en i onmen whe e s uden s
a e mo e likely o engage in me acogni i e ac i i ies, e lec ing on hei lea ning p ocesses and ou comes.
SBAs, pa icula ly in science educa ion, p o ide s uden s wi h oppo uni ies o engage in labo a o y expe iences ha
a e c ucial o de eloping scien i ic easoning and inqui y skills. Ho s ein and Lune a (2004) [21] highligh ed ha
hands-on ac i i ies in he labo a o y help s uden s unde s and scien i ic concep s mo e conc e ely and de elop skills in
scien i ic inqui y. These ac i i ies equi e s uden s o o mula e hypo heses, conduc expe imen s, analyze da a, and
d aw conclusions, he eby os e ing a mo e holis ic unde s anding o he scien i ic me hod. This p ac ical engagemen
wi h science enables s uden s o connec heo e ical knowledge wi h empi ical e idence, making hei lea ning mo e
meaning ul and obus .
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 1969-1982
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Mo eo e , he i e a i e p ocess o conduc ing expe imen s, whe e s uden s mus o en epea p ocedu es o e i y
esul s o e ine hei echniques, mi o s he p ac ices o p o essional scien is s. This epe i ion no only ein o ces
lea ning bu also impa s a sense o pe se e ance and esilience, which a e c i ical a ibu es o scien i ic inqui y. The
abili y o c i ically analyze da a and d aw e idence-based conclusions is a undamen al skill ha SBAs help o de elop,
p epa ing s uden s o u he educa ion and ca ee s in scien i ic ields.
Ano he signi ican bene i o SBAs is hei abili y o b idge he gap be ween class oom lea ning and eal-wo ld
applica ion. B ookha (2004) [11] a gues ha when s uden s see he ele ance o hei academic wo k o eal-wo ld
p oblems and scena ios, hey a e mo e mo i a ed o lea n and apply hei knowledge. This is pa icula ly impo an in
subjec s like In eg a ed Science, whe e unde s anding scien i ic p inciples can lead o p ac ical applica ions in e e yday
li e. Fo example, s uden s migh engage in p ojec s ha add ess en i onmen al issues, heal h- ela ed expe imen s, o
echnological inno a ions, he eby seeing he di ec impac o hei s udies on he wo ld a ound hem.
This eal-wo ld applica ion is a co ne s one o he cons uc i is lea ning heo y, which posi s ha s uden s lea n bes
when hey can connec new in o ma ion o hei exis ing knowledge base and see i s ele ance o hei own li es [36].
By engaging in p ojec s ha ha e angible ou comes, s uden s a e mo e likely o e ain he in o ma ion and de elop a
deepe unde s anding o he scien i ic concep s being augh . This app oach also helps o cul i a e a sense o
esponsibili y and agency in s uden s, as hey see how hei ac ions and ideas can con ibu e o sol ing eal-wo ld
p oblems.
Unde s anding s uden pe cep ions o School-Based Assessmen s (SBAs) is c ucial o e alua ing hei e ec i eness and
ensu ing ha hey ul ill hei in ended educa ional pu poses. Black and Wiliam (2009) [10] emphasize ha o ma i e
assessmen s, including SBAs, a e mos e ec i e when s uden s unde s and hei pu pose and pe cei e hem as ai and
bene icial. This pe cep ion di ec ly impac s how s uden s engage wi h he assessmen s and hei o e all lea ning
expe ience.
B ookha (2004) [11] ound ha when s uden s iew assessmen s as suppo i e and aligned wi h hei lea ning goals,
hey a e mo e likely o engage posi i ely wi h hem. This posi i e engagemen is essen ial o maximizing he bene i s
o SBAs, such as enhanced c i ical hinking, p oblem-sol ing skills, and deepe unde s anding o he subjec ma e .
When s uden s pe cei e SBAs as ools ha genuinely con ibu e o hei lea ning, hey a e mo e likely o pu in he e o
equi ed o succeed, leading o be e academic ou comes and pe sonal de elopmen .
Howe e , no all s uden s pe cei e SBAs posi i ely. Some s udies indica e ha s uden s may expe ience signi ican
s ess and anxie y due o he con inuous na u e o hese assessmen s [19] [20]. Unlike adi ional examina ions, which
occu a speci ic in e als, SBAs equi e ongoing e o and engagemen . This con inuous p essu e can be o e whelming
o some s uden s, leading o inc eased le els o s ess and anxie y. S iggins (2002) [43] poin s ou ha his s ess can
impac s uden s' o e all pe cep ion o he SBA's e ec i eness, po en ially unde mining i s in ended bene i s. I s uden s
eel cons an ly e alua ed, i may lead o bu nou and a nega i e a i ude owa ds lea ning.
Fu he mo e, he cla i y o ins uc ions and he quali y o eedback a e c i ical ac o s in luencing s uden pe cep ions
o SBAs. Sadle (1989) [40] a gues ha o o ma i e assessmen s o be e ec i e, s uden s mus ecei e clea , ac ionable
eedback ha guides hei lea ning and imp o emen . I ins uc ions o SBA asks a e ambiguous o i eedback is ague
and unhelp ul, s uden s may eel us a ed and con used, diminishing hei pe cep ion o he SBA as a ai and
suppo i e ool o lea ning. The quali y o eedback is pa icula ly impo an in helping s uden s unde s and hei
s eng hs and a eas o imp o emen . E ec i e eedback should be speci ic, imely, and cons uc i e, p o iding s uden s
wi h a clea pa h o wa d. When s uden s ecei e high-quali y eedback, hey a e mo e likely o see he alue in he
assessmen p ocess and engage mo e deeply wi h hei lea ning. Con e sely, poo eedback can lead o
misunde s andings, dec eased mo i a ion, and a lack o us in he assessmen p ocess.
School-Based Assessmen s (SBAs) p o ide a holis ic app oach o s uden e alua ion by in eg a ing a ious asks o e
an ex ended pe iod, p omo ing con inuous lea ning and p ac ical applica ion o knowledge. Resea ch indica es ha
SBAs enhance c i ical hinking and p oblem-sol ing skills by engaging s uden s wi h bo h heo e ical and p ac ical
aspec s o hei s udies, pa icula ly in In eg a ed Science whe e hey b idge class oom lea ning wi h eal-wo ld
applica ions [11] [36] [45]. Labo a o y expe iences wi hin SBAs os e scien i ic easoning and inqui y skills, p epa ing
s uden s o ad anced educa ion and ca ee s in scien i ic ields [21].
Howe e , unde s anding s uden pe cep ions is c ucial o e alua ing he e ec i eness o SBAs. Posi i e pe cep ions,
whe e s uden s see hese assessmen s as ai and bene icial, signi ican ly enhance engagemen and mo i a ion [9] [11].
Con e sely, con inuous assessmen s can induce s ess, and he cla i y o ins uc ions and quali y o eedback a e c i ical
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 1969-1982
1973
in shaping hese pe cep ions [19] [20] [40]. Ensu ing SBAs a e pe cei ed posi i ely can maximize hei educa ional
bene i s, making i essen ial o add ess ac o s ha impac s uden pe cep ions and expe iences.
In Malaysia, Abdullah e al. (2016) [1] u ilized he Con ex , Inpu , P ocess, and P oduc (CIPP) model o e alua e SBA
among seconda y science eache s. The s udy ound ha while he p ocess dimension o SBA implemen a ion was a ed
high, o he dimensions such as con ex , inpu , and p oduc we e a mode a e le els. Teache s acknowledged he bene i s
o SBA bu highligh ed he need o ongoing aining and suppo o enhance i s e ec i eness.
In Kenya, Malongo (2015) [27] in es iga ed he impac o school-based p ac ical assessmen s on lea ne achie emen
in biology. The quasi-expe imen al s udy e ealed ha s uden s exposed o p ac ical p ocess skills, including
obse a ion and expe imen a ion, pe o med signi ican ly be e han hose who we e no , emphasizing he impo ance
o hands-on assessmen s in science educa ion.
Opa eye and Ewim (2022) [33] conduc ed a s udy in Nige ia ocusing on he impac o esea ch- and assessmen -based
ins uc ional modes on senio high school s uden s' achie emen in chemis y. The indings indica ed ha s uden s
exposed o assessmen -based ins uc ional modes achie ed highe sco es compa ed o hose in esea ch-based and
con en ional ins uc ional se ings, sugges ing he e icacy o assessmen -d i en eaching s a egies.
In T inidad and Tobago, Benjamin (2014) [7] employed ac ion esea ch o assess he use o pe o mance assessmen in
a Fo m 3 in eg a ed science class. The s udy demons a ed ha pe o mance assessmen s signi ican ly imp o ed
s uden s' in e es and academic pe o mance in science, os e ing a mo e engaging and e ec i e lea ning en i onmen .
These s udies collec i ely unde sco e he posi i e impac o SBA on science educa ion. By inco po a ing p ac ical and
pe o mance-based assessmen s, educa o s can enhance s uden engagemen , os e deepe unde s anding o scien i ic
concep s, and imp o e academic achie emen . Howe e , he success ul implemen a ion o SBA equi es adequa e
aining, esou ces, and suppo o eache s o e ec i ely in eg a e hese assessmen s in o hei ins uc ional p ac ices.
In summa y, while SBAs o e nume ous educa ional bene i s, hei e ec i eness la gely depends on how s uden s
pe cei e and engage wi h hese assessmen s. Ensu ing ha SBAs a e pe cei ed as ai , bene icial, and suppo i e can
maximize hei po en ial in enhancing s uden lea ning ou comes and p epa ing s uden s o eal-wo ld applica ions o
hei knowledge. Fu u e esea ch should con inue o explo e ways o mi iga e he s ess associa ed wi h con inuous
assessmen s and imp o e he cla i y and quali y o eedback, he eby os e ing a mo e posi i e and e ec i e lea ning
en i onmen o all s uden s.
In cu en educa ion, assessmen me hodologies a e p incipal in shaping s uden lea ning expe iences and ou comes.
T adi ional assessmen me hods o en ely hea ily on s anda dized es ing, which, while aluable, may no ully cap u e
a s uden 's unde s anding and applica ion o knowledge. The In eg a ed Science School-Based Assessmen (SBA),
implemen ed wi hin he Ca ibbean Seconda y Educa ion Ce i ica e (CSEC) cu iculum, ep esen s a p og essi e s ep
owa ds a mo e holis ic and con inuous e alua ion me hod. This esea ch in es iga es s uden pe cep ions o he
e ec i eness o he In eg a ed Science SBA, wi h pa icula a en ion o i s impac on exam pe o mance, c i ical
hinking, and engagemen wi h scien i ic concep s.
Despi e he heo e ical bene i s o SBAs, he e is limi ed empi ical e idence on how s uden s pe cei e hese assessmen s
and hei e ec i eness in enhancing lea ning and exam pe o mance. Unde s anding s uden pe cep ions is c ucial
because i can in o m educa o s abou he s eng hs and weaknesses o he SBA, guiding imp o emen s and ensu ing
ha he assessmen me hod mee s educa ional objec i es. This esea ch add esses his gap by explo ing he pe cep ions
o s uden s ega ding he In eg a ed Science SBA wi hin he CSEC amewo k. I also seeks o de e mine i he e a e any
signi ican di e ences in pe cep ions be ween male and emale s uden s, which could highligh po en ial a eas o
a ge ed in e en ions [22].
Despi e he ex ensi e li e a u e highligh ing he pedagogical bene i s o School-Based Assessmen s (SBAs), he e is a
no able gap in empi ical esea ch ocusing on s uden pe cep ions, pa icula ly wi hin he Ca ibbean Seconda y
Educa ion Ce i ica e (CSEC) In eg a ed Science cu iculum. While s udies ha e demons a ed ha SBAs can enhance
c i ical hinking, p oblem-sol ing abili ies, and he applica ion o heo e ical knowledge [9] [19] [20], he e is limi ed
unde s anding o how s uden s iew hese assessmen s and hei impac on lea ning ou comes. This esea ch aims o
add ess his gap by p o iding empi ical da a on s uden s' pe cep ions o he SBA. By unde s anding s uden s'
pe spec i es, educa o s can iden i y s eng hs and weaknesses in he cu en assessmen amewo k and make
in o med decisions o imp o e educa ional p ac ices, ul ima ely enhancing s uden lea ning and exam pe o mance
[43].
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 1969-1982
1974
Addi ionally, his s udy is jus i ied by i s po en ial o in o m policy de elopmen and add ess gende dispa i ies in
educa ion. This esea ch will p o ide aluable insigh s in o he e ec i eness o he In eg a ed Science SBA, con ibu ing
o policy discussions on assessmen me hods. Fu he mo e, by in es iga ing gende di e ences in pe cep ions o he
SBA, his s udy can iden i y speci ic a eas whe e in e en ions may be needed o ensu e equi able educa ional
oppo uni ies o all s uden s, ega dless o gende [22]. Add essing hese dispa i ies is c ucial o os e ing an inclusi e
lea ning en i onmen ha suppo s he success o e e y s uden .
This s udy aimed o p o ide insigh s in o how he School-Based Assessmen (SBA) in luences s uden s' academic
expe iences and ou comes, while also examining po en ial gende di e ences in hese pe cep ions ha may indica e
unde lying biases o a ying educa ional needs. The speci ic objec i es o his s udy a e: (1) To examine s uden s’
pe cep ions o he ole o he In eg a ed Science School-Based Assessmen (SBA) in hei pe o mance on he CSEC
examina ions. (2) To de e mine whe he signi ican di e ences exis be ween male and emale s uden s’ pe cep ions o
he In eg a ed Science SBA’s e ec i eness in p edic ing CSEC pe o mance. The esea ch ques ions guiding his s udy
a e: (1) How do s uden s pe cei e he con ibu ion o he In eg a ed Science SBA o hei pe o mance in he CSEC
examina ions? (2) Is he e gende -based di e ences in s uden s’ pe cep ions o he In eg a ed Science SBA’s
e ec i eness in p edic ing CSEC pe o mance?
The hypo heses ha guide his s udy a e:
1.4.1. Null Hypo heses
• (H0 1): S uden s do no pe cei e he In eg a ed Science SBA as con ibu ing signi ican ly o hei pe o mance
in he CSEC examina ions.
• (H0 2): The e is no signi ican di e ence be ween male and emale s uden s’ pe cep ions o he e ec i eness o
he In eg a ed Science SBA in p edic ing CSEC pe o mance.
1.4.2. Al e na i e Hypo heses
• (H1 1): S uden s pe cei e he In eg a ed Science SBA as con ibu ing signi ican ly o hei pe o mance in he
CSEC examina ions.
• (H1 1): The e is a signi ican di e ence be ween male and emale s uden s’ pe cep ions o he e ec i eness o
he In eg a ed Science SBA in p edic ing CSEC pe o mance.
2. Me hodology
2.1. Resea ch Design
This s udy employs a quan i a i e esea ch design o e alua e s uden s' pe cep ions o he e ec i eness o he school-
Based Assessmen (SBA) in In eg a ed Science. I s p ima y objec i e is o collec s a is ical da a using a s uc u ed
ques ionnai e, allowing o he quan i ica ion o s uden s’ iews and he analysis o po en ial gende -based di e ences
in pe cep ion.
2.2. Desc ip ion o Sample
The s udy sample comp ises hi y- i e (35) s uden s en olled in In eg a ed Science a Seconda y School A. The sample
is in en ionally di e se, including a balanced mix o gende s and a ying academic pe o mance le els, o cap u e a wide
ange o s uden pe spec i es. This di e si y enhances he gene alizabili y o he indings o he b oade s uden
popula ion. A s a i ied andom sampling echnique is employed o ensu e equi able ep esen a ion o bo h male and
emale s uden s, as well as s uden s ac oss di e en academic s a a. This app oach minimizes sampling bias and
s eng hens he o e all alidi y o he s udy.
2.3. Ins umen a ion
The p ima y da a collec ion ins umen is a sel -adminis e ed ques ionnai e speci ically designed o his s udy. I
consis s o wen y (20) i ems aimed a measu ing s uden s’ pe cep ions o he SBA's e ec i eness in enhancing con en
unde s anding, exam p epa a ion, eedback ecep ion, and o e all sa is ac ion wi h he SBA p ocess. Responses a e
eco ded on a 4-poin Like scale, wi h op ions anging om 1 (S ongly Disag ee) o 4 (S ongly Ag ee).
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 1969-1982
1975
2.4. Reliabili y o Ins umen
To ensu e he eliabili y o he ques ionnai e de eloped o his s udy, a pilo es was conduc ed wi h a g oup o
s uden s simila o hose in he main s udy, bu no included in he inal sample. This p elimina y phase aimed o assess
he in e nal consis ency o he ques ionnai e and iden i y any issues wi h he cla i y o ele ance o he i ems.
C onbach’s alpha was used o e alua e he eliabili y o he ins umen , yielding a alue o 0.81, which indica es a high
le el o in e nal consis ency and suppo s he ques ionnai e’s sui abili y o he main s udy.
2.5. P ocedu e o Da a Collec ion
Da a collec ion was ca ied ou du ing egula class hou s, wi h s uden s comple ing he ques ionnai e anonymously o
p omo e hones and unbiased esponses. The adminis a ion o he ques ionnai e was designed o ake app oxima ely
i een (15) minu es. P io o pa icipa ion, s uden s we e in o med abou he pu pose o he s udy, he olun a y na u e
o hei in ol emen , he anonymi y o hei esponses, and hei igh o wi hd aw om he s udy a any ime wi hou
penal y.
2.6. Da a Analysis
The collec ed da a we e analyzed using IBM SPSS (S a is ical Package o he Social Sciences) e sion 23.0 so wa e.
Desc ip i e s a is ics we e employed o summa ize he sample cha ac e is ics and p o ide an o e iew o he esponses
o each ques ionnai e i em. To assess he in e nal consis ency o he ques ionnai e, C onbach's alpha was calcula ed
based on he pilo s udy da a. T- es s we e conduc ed o pe o m in e en ial analysis, compa ing he mean sco es o
male and emale s uden s ac oss he ques ionnai e i ems o de e mine i he e we e s a is ically signi ican di e ences
in hei pe cep ions.
3. Resul s and Discussion
3.1. P esen a ion o Da a and Analysis
Table 1 Mean and S anda d De ia ion o Ques ionnai e I ems.
Desc ip i e S a is ics
I ems
N
Mean
S d. De ia ion
Va iance
Q1
35
3.11
0.676
0.457
Q2
35
3.17
0.664
0.440
Q3
35
3.17
0.664
0.440
Q4
35
3.00
0.840
0.706
Q5
35
3.20
0.677
0.459
Q6
35
3.11
0.832
0.692
Q7
35
2.91
0.658
0.434
Q8
35
3.20
0.677
0.459
Q9
35
3.23
0.731
0.534
Q10
35
3.11
0.758
0.575
Q11
35
3.11
0.718
0.516
Q12
35
3.20
0.719
0.518
Q13
35
3.20
0.901
0.812
Q14
35
3.20
0.759
0.576
Q15
35
2.94
0.802
0.644
Q16
35
3.06
0.725
0.526
Q17
35
2.97
0.747
0.558
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 1969-1982
1976
Q18
35
2.54
0.701
0.491
Q19
35
3.37
0.731
0.534
Q20
35
3.23
0.770
0.593
Table 1 p esen s he desc ip i e s a is ics o he 20 ques ionnai e i ems ega ding he e ec i eness o he In eg a ed
Science SBA. The mean sco es o mos i ems a e a ound 3, indica ing ha s uden s gene ally ag ee on he posi i e
impac o he SBA. Speci ically, i ems such as Q2 (Mean = 3.17, SD = 0.664) and Q5 (Mean = 3.20, SD = 0.677) show
ag eemen ha SBA asks esemble exam ques ions and ha comple ing hese asks enhances c i ical hinking skills.
Howe e , some i ems display no able a iabili y, as e lec ed in he s anda d de ia ions. Fo ins ance, Q4 (Mean = 3.00,
SD = 0.840) and Q13 (Mean = 3.20, SD = 0.901) ha e highe s anda d de ia ions, sugges ing a ied opinions on he
e ec i eness o applying heo e ical knowledge in p ac ical con ex s and he pe cei ed ai ness o he SBA, espec i ely.
Addi ionally, Q18 (Mean = 2.54, SD = 0.701) has he lowes mean sco e, indica ing less ag eemen on he cla i y o he
ins uc ions and guidelines p o ided.
I ems Q7 (Mean = 2.91, SD = 0.658) and Q15 (Mean = 2.94, SD = 0.802) show sligh ly lowe mean sco es, sugges ing ha
some s uden s eel less suppo ed by hei eache s du ing SBA p epa a ion and ha e mixed eelings abou he ime
alloca ed o comple e SBA asks. In con as , i ems such as Q19 (Mean = 3.37, SD = 0.731) and Q20 (Mean = 3.23, SD =
0.770) e lec s onge ag eemen ega ding he bene i s o collabo a ion and he ai ness o g ading c i e ia.
O e all, he desc ip i e s a is ics indica e gene al ag eemen among s uden s abou he posi i e aspec s o he
In eg a ed Science SBA. Howe e , ce ain a eas o a iabili y in s uden pe cep ions sugges ha u he a en ion is
needed o add ess hese conce ns and enhance he o e all e ec i eness o he SBA.
Table 2 F equency Dis ibu ion o Responses o each Ques ionnai e I em
I ems
S a emen
SD*
D*
A*
SA*
Q1
Unde s anding o Ma e ial: The SBA asks ha e imp o ed my unde s anding o
In eg a ed Science concep s.
2
8
21
4
Q2
Exam P epa a ion: The ypes o asks in he SBA esemble hose I expec o encoun e
in he CSEC exam, helping me p epa e e ec i ely.
2
5
20
8
Q3
Applica ion o Theo y: The SBA asks allow me o apply heo e ical knowledge in
p ac ical si ua ions success ully.
1
6
19
9
Q4
C i ical Thinking: Wo king on SBA asks has enhanced my c i ical hinking skills in
In eg a ed Science.
3
9
18
5
Q5
Feedback Quali y: The eedback I ecei e on my SBA submissions is use ul o
unde s anding he ma e ial be e .
1
6
19
9
Q6
Teache Suppo : My eache p o ides signi ican suppo and guidance du ing SBA
p epa a ion and execu ion.
2
6
20
7
Q7
Impac on Exam Resul s: I am con iden ha pe o ming well on my SBA will imp o e
my CSEC exam esul s.
2
7
20
6
Q8
Adequacy o Resou ces: The esou ces p o ided o comple ing he SBA, such as lab
equipmen and ma e ials, a e adequa e.
2
6
18
9
Q9
Teamwo k Skills: Collabo a ing on SBA asks has imp o ed my eamwo k skills.
2
7
19
7
Q10
Sa is ac ion o SBA S uc u e: I am sa is ied wi h he s uc u e and conduc o he
In eg a ed Science SBA a my school.
2
8
20
5
Q11
Cu iculum Alignmen : The con en o he SBA closely ma ches he cu iculum augh
in ou class.
2
6
20
7
Q12
Engagemen in Lea ning: The SBA makes lea ning In eg a ed Science mo e engaging
and in e es ing.
1
4
20
10
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 1969-1982
1977
Q13
Fai ness o Assessmen : I belie e he SBA is a ai me hod o assess ou knowledge
and skills in In eg a ed Science.
1
4
18
12
Q14
P epa a ion o u he S udies: Pa icipa ing in he SBA has p epa ed me be e o
u he s udies in scien i ic subjec s.
2
9
16
8
Q15
Mo i a ion o S udy: Comple ing he SBA asks mo i a es me o imp o e my
pe o mance in In eg a ed Science.
2
8
19
6
Q16
Adequa e Time o Tasks: The ime p o ided o comple e he SBA asks is su icien .
2
7
19
7
Q17
Quali y o Ma e ials: The ma e ials p o ided o he SBA a e o high quali y and
ele an .
2
9
19
5
Q18
Cla i y o Ins uc ion: The ins uc ions and guidelines p o ided o he SBA a e clea
and easy o ollow.
2
7
20
6
Q19
Pee Lea ning: Wo king wi h pee s on SBA asks has deepened my unde s anding o
scien i ic concep s.
2
5
20
8
Q20
Consis ency o G ading: The g ading c i e ia o he SBA a e applied consis en ly,
ensu ing ai ness.
2
5
20
8
Key: SD*-S ongly Disag ee, D*-Disag ee, A*-Ag ee, SA*-S ongly Ag ee
Table 2 p esen s he equency dis ibu ion o esponses o each ques ionnai e i em, ca ego izing esponses in o
S ongly Disag ee, Disag ee, Ag ee, and S ongly Ag ee. The majo i y o esponses o mos i ems all unde he "Ag ee"
ca ego y, indica ing a gene ally posi i e pe cep ion o he In eg a ed Science SBA among s uden s. Fo example, Q1
shows ha 21 ou o 35 s uden s ag ee ha he SBA has enhanced hei unde s anding o co e concep s, wi h only a
small ac ion s ongly disag eeing (2) o disag eeing (8). Simila ends a e seen in o he i ems like Q5 and Q9, whe e
a high le el o ag eemen demons a es ha s uden s ind he SBA asks ele an and bene icial o exam p epa a ion
and eamwo k skills.
Howe e , some i ems exhibi a iabili y in esponses. Fo ins ance, Q4 shows a highe numbe o s uden s disag eeing
(9) and a lowe numbe s ongly ag eeing (5), sugges ing mixed eelings abou he applica ion o heo e ical knowledge
in p ac ical con ex s. Likewise, Q14 p esen s a ela i ely highe numbe o disag eemen s (9) compa ed o s ong
ag eemen s (8), indica ing ha some s uden s a e unce ain abou hei o e all sa is ac ion wi h he SBA s uc u e.
I ems Q12 and Q13 s and ou wi h highe equencies o "S ongly Ag ee" esponses (10 and 12, espec i ely), indica ing
s ong s uden consensus ega ding he alignmen o SBA ac i i ies wi h he cu iculum and he ai ness o he
assessmen p ocess. On he o he hand, Q18, while ecei ing majo i y ag eemen (20), also shows no able disag eemen
(7), highligh ing conce ns abou he cla i y o he ins uc ions and guidelines p o ided.
O e all, he equency dis ibu ion in Table 2 e lec s a gene ally posi i e s uden pe cep ion o he SBA, wi h some
a eas showing mo e a ied opinions. These a ia ions sugges oppo uni ies o imp o emen in cla i y, suppo , and
he p ac ical applica ion o he SBA.
In Malaysia, Masek and Nasa uddin (2016) [28] conduc ed a su ey among 336 lowe seconda y s uden s, e ealing
ha while s uden s ecognized he po en ial bene i s o SBA, hei o e all eadiness and pe cep ion we e mode a e. The
s udy emphasized he need o enhanced aining and suppo o imp o e SBA implemen a ion.
Kama ulzaman (2013) [26] explo ed he ole o SBA in cul i a ing c i ical hinking skills among Malaysian p ima y
school s uden s. Th ough in e iews wi h science eache s, he s udy ound ha SBA, when e ec i ely implemen ed,
could enhance s uden s' c i ical hinking abili ies. Howe e , challenges such as hea y eache wo kloads and insu icien
aining we e no ed as ba ie s.
In he Ca ibbean con ex , Pe sad and Maha aj-Sha ma (2020) [35] in es iga ed he impac o li e acy s a egies on Fo m
1 seconda y s uden s' mo i a ion and pe o mance in In eg a ed Science in T inidad and Tobago. Thei s udy
demons a ed ha inco po a ing li e acy s a egies wi hin SBA amewo ks signi ican ly imp o ed s uden mo i a ion
and academic pe o mance.
