Idika, Delight Omoji, Otu, Bernard Diwa, Ntino Martina O. Okeke, Stella U. Eke, V.U. Dr Uhegbu, Kelechi & Ewa James A.
Inclusive Assessment, Information Communication Technology for Enhanced Learners in Lower Basic Schools in Southern Nigeria. Implication on SDG 4
This study examined inclusive assessment, and information communication technology for enhanced learners in lower basic schools in Southern Nigeria and its implication on sustainable development goals four (SDG4). The study adopted the ex-post facto design with a population of 9,193 respondents. The study employed the stratified random sampling technique to draw 923 respondents as the sample which represents 10% of the population of learners in the study area. This study’s main instrument was the Inclusive Assessment, Information Communication Technology Enhanced Learners Questionnaire (IAICTELQ). This was validated by scrutiny of experts in Educational Measurement and Evaluation of the items in the questionnaire. To ascertain the instruments’ reliability, it was pilot-tested, using 40 students selected from schools that were not part of the main study, and the split-half reliability method of internal consistency was used to determine the consistency of the test instrument. The results of the analysis formed the reliability estimates for the instrument which ranged from .74 and .86. Data for the study was analyzed using descriptive statistical analysis. Simple percentages and bar charts were used, and findings revealed that the different domain assessment strategies for the learners in an inclusive setting in lower basic schools are very high. Also, it was found that assistive ICT tools can assist and assess learners with special needs in lower-basic schools. In conclusion, inclusion status in the area under study is low, and genuine fear exists as to the realization of SDG4. It was recommended that southern Nigeria should adopt inclusive assessment strategies enabled by the different ICT tools as the enhancement in quality of teaching and learning among learners and schools which are associated with these strategies can facilitate the attainment of the SDG 4.
Idika, Delight Omoji, Otu, Bernard Diwa, Ntino Martina O. Okeke, Stella U. Eke, V.U. Dr Uhegbu, Kelechi & Ewa James A.
Inclusive Assessment, Information Communication Technology for Enhanced Learners in Lower Basic Schools in Southern Nigeria. Implication on SDG 4
This study examined inclusive assessment, and information communication technology for enhanced learners in lower basic schools in Southern Nigeria and its implication on sustainable development goals four (SDG4). The study adopted the ex-post facto design with a population of 9,193 respondents. The study employed the stratified random sampling technique to draw 923 respondents as the sample which represents 10% of the population of learners in the study area. This study’s main instrument was the Inclusive Assessment, Information Communication Technology Enhanced Learners Questionnaire (IAICTELQ). This was validated by scrutiny of experts in Educational Measurement and Evaluation of the items in the questionnaire. To ascertain the instruments’ reliability, it was pilot-tested, using 40 students selected from schools that were not part of the main study, and the split-half reliability method of internal consistency was used to determine the consistency of the test instrument. The results of the analysis formed the reliability estimates for the instrument which ranged from .74 and .86. Data for the study was analyzed using descriptive statistical analysis. Simple percentages and bar charts were used, and findings revealed that the different domain assessment strategies for the learners in an inclusive setting in lower basic schools are very high. Also, it was found that assistive ICT tools can assist and assess learners with special needs in lower-basic schools. In conclusion, inclusion status in the area under study is low, and genuine fear exists as to the realization of SDG4. It was recommended that southern Nigeria should adopt inclusive assessment strategies enabled by the different ICT tools as the enhancement in quality of teaching and learning among learners and schools which are associated with these strategies can facilitate the attainment of the SDG 4.