INFLUENCE OF SOCIAL LOAFING ON FORMATIVE AND
SUMMATIVE ASSESSMENT OF UNDERGRADUATE
STUDENTS IN BAYERO UNIVERSITY KANO
The trends of formative assessment is swiftly changing from individual to
group assignments partly due to rapidly increasing lecturer/student ratio
as well as the fact the schools now favour cooperative learning and
constructivists ideas. This study investigates the influence of social loafing
on the outcome of formative assessment among undergraduate students. In
addition to investigating the prevalence of social loafing, it is further
hypothesized that there is no significant difference in examinations scores
of loafers and non-loafers and that group assignment(s) do not
significantly predict examination results in Bayero University, Kano. From
a population of 3412 students, a sample of 370 students is randomly
selected using systematic sampling technique. Social loafing inventory
with a cronbach alpha internal consistency coefficient of 0.89 and a
convergent validity index of 0.77 is administered to the respondents. Data
on summative assessment (Group assignment) and formative assessment
(semester examinations) is collated from examination office; the data is
analysed using simple percentage, t. test for independent sample and
linear regression analysis. Findings from the study reveal a 53.7%
prevalence of social loafing. Difference in summative examination scores
between loafers and non-loafers is also found and the social loafing is
found to predict 15% decrease in students' summative assessment. It is
recommended that lecturers should device means of reducing social
loafing through individualised formative assessment techniques, reducing
number of students per group to maximum of three.
Keywords: Social Loafing, Summative Assessment, Group Assignment, Formative
Assessment
Ya'u Ahmad Sara
INFLUENCE OF SOCIAL LOAFING ON FORMATIVE AND SUMMATIVE ASSESSMENT OF UNDERGRADUATE STUDENTS IN BAYERO UNIVERSITY KANO
The trends of formative assessment is swiftly changing from individual to group assignments partly due to rapidly increasing lecturer/student ratio as well as the fact the schools now favour cooperative learning and constructivists ideas. This study investigates the influence of social loafing on the outcome of formative assessment among undergraduate students. In addition to investigating the prevalence of social loafing, it is further hypothesized that there is no significant difference in examinations scores of loafers and non-loafers and that group assignment(s) do not significantly predict examination results in Bayero University, Kano. From a population of 3412 students, a sample of 370 students is randomly selected using systematic sampling technique. Social loafing inventory with a cronbach alpha internal consistency coefficient of 0.89 and a convergent validity index of 0.77 is administered to the respondents. Data on summative assessment (Group assignment) and formative assessment (semester examinations) is collated from examination office; the data is analysed using simple percentage, t. test for independent sample and linear regression analysis. Findings from the study reveal a 53.7% prevalence of social loafing. Difference in summative examination scores between loafers and non-loafers is also found and the social loafing is found to predict 15% decrease in students' summative assessment. It is recommended that lecturers should device means of reducing social loafing through individualised formative assessment techniques, reducing number of students per group to maximum of three. Keywords: Social Loafing, Summative Assessment, Group Assignment, Formative Assessment