The Impact of Assessment for Learning on Student Interest and Participation in Senior High School Mathematics: A Quasi-Experimental Study in Akwamuman Senior High School.

Mathematics education in Ghana frequently faces challenges related to student engagement. This study examined the effect of Assessment for Learning (AfL) strategies on students' interest and participation in mathematics. A quasi-experimental design was employed with 100 Form Two Visual Arts students from a Ghanaian senior high school, assigned to experimental (n=50) and control (n=50) groups. Over an eight-week intervention, the experimental group received instruction integrated with AfL strategies like formative feedback and peer assessment, while the control group received conventional teaching. Data from post-intervention questionnaires revealed that the experimental group reported significantly higher interest (M=3.52 vs. M=2.61, p<.001, d=2.62) and participation (M=3.55 vs. M=2.54, p<.001, d=3.00) than the control group. The exceptionally large effect sizes demonstrate that AfL can profoundly enhance affective engagement, challenging assumptions about its feasibility in resource-constrained contexts. The study provides compelling evidence for integrating AfL into teacher training and mathematics pedagogy in Ghana and similar environments.