In this quasi-experimental study, 90 senior secondary Gambian students' academic performance in practical

geography was examined in relation to performance tasks and peer testing assessments. The Performance Task

preparation programs and additional research on gender dynamics in group settings.

Keywords: Performance Task, Peer Testing, Practical Geography, Academic Achievement, Gender Differences,

The Gambia, Constructivism, Self-Determination Theory.

Through the study of both theoretical and practical components, geography education in The Gambia aims to

give senior secondary students the fundamental analytical and problem-solving abilities they need (Ministry of

Basic and Secondary Education [MoBSE], 2018). However, there is still a big problem, especially in rural

regions like Region Five where the practical side of the subject is not given enough attention. The dominance of

conventional, lecture-based teaching techniques, a lack of resources, and poor teacher preparation are the causes

of this. As a result, students frequently struggle to apply their geographic knowledge beyond memorization,

authentic, real-world applications such as constructing maps, conducting field surveys, or analyzing

environmental data (Darling-Hammond & Adamson, 2013). This approach immerses students in realistic

scenarios, allowing them to integrate theory and practice and perceive geography as an active, problem-solving

discipline (Amoako, 2019). In contrast, peer testing involves students evaluating each other's work under teacher

supervision, which promotes collaboration, responsibility, and a greater metacognitive awareness of assessment

criteria (Topping, 2009). Research by Dakpoe (2019) found that this method enhances student engagement and

motivation in social science classrooms.

Empirical evidence robustly supports the efficacy of innovative pedagogical methods. Research indicates that

performance-based and collaborative assessments facilitate deeper learning and enhance retention compared to

traditional examinations. For example, Egunjobi (2014) demonstrated that Computer-Assisted Instruction

perform better in collaborative environments, such as peer testing (Weinburgh, 1995). Nonetheless, interactive

methodologies can alleviate these disparities; Iwah (2025) found no significant gender differences in

achievement when employing hands-on scale models. Consequently, this research aims to assess the impact of

performance tasks and peer testing assessment modes on students' achievement in practical geography in Region

Five, The Gambia, while also investigating whether gender moderates these outcomes. The findings are intended

to contribute to essential educational reform, rendering geography education more interactive, competency-

oriented, and effective.

Table:1.1. Percentage Past in Geography at WASSCE from 2019 to 2023 on Gender Based

This study aims to evaluate the effectiveness of performance tasks and peer testing assessment modes in

comparison to traditional methods on the academic achievement of senior secondary students in practical

geography, specifically in map work. The research seeks to identify which approach is most effective in

enhancing learning and practical skills by first investigating the impact of these assessment methods on overall

academic achievement. Secondly, it will explore the potential influence of gender differences on the

effectiveness of these alternative assessment strategies. Finally, through direct observation, the study will

analyze the learning behaviors exhibited by students during the various instructional treatments, thereby

providing insights into the most effective pedagogical approaches for teaching and assessing map work

geography at the senior secondary level.

3. What observable learning behaviours of students during the treatments?

This literature review establishes a comprehensive theoretical and empirical foundation for examining the effects

of performance tasks and peer testing assessments on students' achievement in practical geography. The study is

anchored in two primary theoretical frameworks: Constructivism, as proposed by Piaget, and Self-Determination

Theory (SDT), formulated by Deci and Ryan. Constructivism asserts that learners actively construct knowledge

choose tasks), competence (achieving mastery and receiving feedback), and relatedness (collaborative

engagement in peer testing). Empirical evidence strongly supports the transition from traditional instructional

methods. Research on performance-based strategies indicates that Computer-Assisted Instruction (Egunjobi,

2014) and concept mapping (Okafor, 2016) significantly enhance geography achievement by rendering abstract

approaches in teaching map skills (Adeyemi & Cishe, 2016; Shamle et al., 2025).

The literature reveals nuanced findings regarding the effects of gender. Several studies suggest that innovative

methodologies can reduce gender disparities. For example, research indicates that no significant gender

differences in achievement were observed when employing Computer-Assisted Instruction (Egunjobi, 2014) or

cooperative learning (Adeyemi & Cishe, 2016). Conversely, other studies present mixed or context-dependent

outcomes, such as males outperforming females in field-based settings (Estawul et al., 2016) and females

exhibiting superior retention in blended environments (Egara & Mosimege, 2023). This implies that although

alternative assessments may foster equity, results can differ depending on the specific task and learning context.

Moreover, the review emphasizes key observable learning behaviours that these interventions cultivate. Students

engaged in peer and performance-based settings demonstrate increased active engagement and collaboration,

in geography. Collectively, this review substantiates the study by demonstrating that performance tasks and peer

testing are both theoretically sound and empirically validated strategies for enhancing achievement in practical

geography.

This study utilized a quasi-experimental design that incorporated pre-test and post-test measures alongside a

control group to examine the impact of various assessment modes on the academic performance of senior

secondary school students in practical geography. The research population comprised 168 Grade 12 Geography

students from the Central River Region. A multi-stage sampling technique was employed, beginning with the

purposive selection of three schools that represented distinct types: public, boarding, and mission schools. From

these institutions, a simple random sampling method was applied to select 30 students from each school,

and their reliability was confirmed with a high Kuder-Richardson (KR-20) coefficient of 0.81. In addition,

qualitative data were collected through researcher observations during the intervention periods to capture student

For data analysis, the quantitative scores were subjected to both descriptive and inferential statistical techniques.

Descriptive statistics provided summaries of the pre-test and post-test scores, while inferential analyses included

an Analysis of Covariance (ANCOVA) to compare the post-test results of the three groups, controlling for initial

differences captured in the pre-test. An independent samples t-test was also conducted to explore potential

gender-based differences in achievement. The qualitative data from observations were analyzed using thematic

analysis. This comprehensive analytical strategy facilitated a robust evaluation of the effectiveness of the

interventions on student achievement and associated learning behaviours.

Method group, where instruction remained teacher-dominated. A clear gradient of independence was observed

among the groups. Students exposed to innovative assessments (Performance Tasks and Peer Testing)

demonstrated greater autonomy and self-regulation, often working independently or collaboratively without

constant teacher intervention. Meanwhile, students in the Traditional Method group were significantly reliant on

However, the combination of quantitative and qualitative findings underscores the robustness of the results

through methodological triangulation. The statistical evidence demonstrates that Performance Tasks and Peer

Testing significantly improve academic achievement, while observational insights reveal that these approaches

also enhance engagement, motivation, collaboration, and autonomy key behavioural indicators of deep learning.

Table: 4.2.2.2. Analysis of peer testing based on gender

This study shows that how you test students really matters for their learning in geography. The ANCOVA

findings shows that the students who did Performance Tasks and Peer Testing did much better than those who

they're actively involved in meaningful tasks and can learn from each other. This approach helps them truly

grasp concepts instead of just memorizing them for a test.

Looking at thematic analysis of classroom observations gave us more proof of what the numbers showed.

Students who did performance tasks and peer testing showed they were more independent, worked better

together, and seemed to really enjoy learning. These are key ideas from Self-Determination Theory (Deci &

them what to do. They seemed less involved and more passive. This shows that when students don't have much

control over their learning, they lose interest and motivation. So, the classroom observations back up the idea

that when students are more involved in their learning, they not only do better but also care more about what

they're learning.

Looking at the gender-based analysis gave us some interesting new insights. In the Performance Task group, we

didn't see any big differences between male and female students. This suggests that when we use hands-on, real-

world assessments, we create learning environments where everyone has a fair shot at showing what they know.

Both male and female students seemed to build and demonstrate their understanding equally well. But in the

Peer Testing group, things looked different. Male students scored about seven points higher than female students,

and this difference was statistically significant. This makes us wonder if male and female students approach peer

from classmates. From a learning theory perspective, this could mean that some students feel more confident or

connected during peer assessments than others. The key takeaway is that we need to be thoughtful about how

we set up group work and peer evaluations. We want to make sure every student feels capable and included, no

matter their gender.

different methods together helps explain why interactive, student-focused assessments work so well. They don't

just boost grades they also get students more deeply involved in their learning. We can understand this through

shows that when assessments help students learn rather than just measure them, students achieve more and feel

more capable as learners. These findings resonate with the principles of Assessment for Learning (AfL) (Black

& Wiliam, 1998) which stress that formative, participatory assessments enhance both achievement and learner

motivated. The results prove that Performance Tasks and Peer Testing really work. They get students actively

involved, give them more control over their learning, and make lessons feel real and meaningful. These are the

key ingredients for helping students do well in school and keep learning throughout their lives. But the study

also reminds us that how we use these methods matters. Things like how boys and girls interact in class, the

overall classroom environment, and how teachers guide the learning can all affect how well these strategies work.

Future studies should use different research methods together. This could include interviews, group discussions,

and studies that follow students over time. This would help us understand how different students feel about

having control over their learning and feeling capable in various testing situations. If we expand this research to

different areas, subjects, and grade levels, we can be more confident about these findings. This will help us create

better testing methods that work for all students. These methods would be based on solid teaching theories and

This research illustrates that assessment approaches focused on students, specifically Performance Tasks

Testing also greatly exceeded traditional techniques by promoting collaboration and feedback, even if its

advantages can be affected by social factors like gender. In summary, these results support a shift in geography

assessment practices from memorization to engaging models that prepare students with vital skills needed in the

21st century.

educators are essential to equip them with the skills necessary to design and implement these hands-on activities;

Peer testing should be complemented with performance tasks and carefully organized to ensure fairness and

minimize gender disparities.; Policymakers must ensure the availability of adequate learning resources, such as

mathematical sets and calculators and There should be a concerted effort to transition from traditional, teacher-

centered methods towards these effective interactive approaches.

This study has limitations that warrant acknowledgment. The findings are derived from a sample of 90

participants across three schools, which may restrict generalizability. Logistical challenges and variations in

student commitment and resource availability could have influenced engagement and outcomes.