Students' Perception of their Teachers' Classroom Teaching and Assessment Practices in Army Public Schools of Lahore
DOI:
https://doi.org/10.62843/jssr.v6i1.701Keywords:
Army Public Schools, Students’ Perception, Classroom Teaching Practices, Assessment Practices, Formative Assessment, Quantitative SurveyAbstract
Focusing on the growing demand for evidence-based teaching and transparent evaluation in secondary schools, the present study examined the perception of secondary-level students of Army Public Schools (APSs) towards their classroom teaching and assessment practices. It builds on the belief that students' voices are important as a gauge of the quality and equity of instruction. A quantitative survey design was used to collect the students' perceptions at one time. Using the proportionate stratified sampling technique, 340 students (182 from Grade 9 and 158 from Grade 10) were selected from five APS campuses. Data were collected through a self-constructed Students' Perception Scale (SPS) comprising 42 items across two domains: 23 on classroom teaching practices and 19 on assessment practices. The instrument was reviewed by experts for content validity, piloted with 40 students to refine clarity, and demonstrated strong internal consistency. The study aimed to determine the level of students' perception of their teachers' classroom teaching practices, to find out students' perception regarding assessment practices employed by their teachers, and to examine grade-level differences in students' perceptions. Findings revealed high ratings for teachers' professional skills, teaching methods, improvement in students' skills, summative assessment, and results and feedback, but lower scores for student‑teacher relations, monitoring and evaluation, classroom discipline, placement, and formative and diagnostic assessments. Perceptions of Grade 9 students remained slightly higher than those of Grade 10 students. The study highlights how students' perceptions can help school leaders strengthen teaching practices, rebalance assessment systems, and foster an equitable and motivating learning environment.
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