Factors Junior High School Teachers Consider When Assigning Grades to Student's Performance

Abstract

The purpose of the study was to discover the academic and non-academic aspects that teachers in the Jomoro District evaluate when grading their students' performance. Descriptive survey design in conjunction with the quantitative method was used. Participants included 160 teachers who were chosen from 40 public Junior High Schools in the Jomoro District using stratified proportionate and simple random selection processes. The study's instrument was a questionnaire with 26 items and a reliability value of .70. Means and standard deviations, frequency distribution, and percentages, as well as One-Way Multivariate Analysis of Variances (MANOVA) were used to analyze the data. The Teachers at the Jomoro District's Junior High Schools take into account students' project, class test, homework, and group work results, according to the findings. Teachers at the Jomoro District's Junior High Schools use the scores of students' project, class test, homework, group work, and the end of term examination as academic factors when grading the students' performance at the end of the term, according to the findings. In addition, when it came to grading processes, there was no statistically significant difference in teacher qualification.