Attitudes of fourth year average students towards continuous evaluation in mathematics

Abstract

The educational evaluation is considered one of the basic entrances to education, through which an accurate diagnosis of the educational process is made, and it is one of the important indicators to identify the extent of the efficiency of the curriculum and teaching methods in achieving the set goals. It was clear that the interest was directed towards the learners’ reactions and impressions regarding the content of the subjects they are studying (Arabic, mathematics, foreign languages...) and how their experiences are affected by the different educational situations they are exposed to within the framework of an integrated school curriculum. Impressions or learning outcomes in terms such as comprehension, feelings, understanding, and attitudes. The latter, although it seems moody, is worth studying. Accordingly, the researcher seeks, through this field study, to know the attitudes of fourth-year students regarding the continuous evaluation procedures applied to them in mathematics, and the extent to which their attitudes are affected by their academic achievement, especially since mathematics was often a source of fear for most students.