TEACHERS' ASSESSMENT COMPETENCIES IN BASIC SCIENCE AND STUDENTS' LEARNING OUTCOMES IN PUBLIC SECONDARY SCHOOLS IN OBIO-AKPOR LOCAL GOVERNMENT AREA, RIVERS STATE
Abstract
This study investigated teachers' assessment competencies in basic science and students' learning outcomes in public secondary schools in Obio-Akpor Local Government Area, Rivers State. The population for the study comprised all the public Secondary school basic science teachers in Obio-Akpor Local Government Area. which was estimated to be 695 teachers. A sample size of two hundred (200) Basic science teachers was selected using stratified random sampling techniques and Taro Yamane formula. Descriptive survey research design was used for this study. Two (2) research questions and a hypothesis were formulated to guide the study. A structured questionnaire titled “Teachers Competencies for Proper Assessment (TCPA)” with a four (4) point Likert scale was developed by the researchers and was validated by experts from Educational Measurement & Evaluation in the Department of Educational Psychology, Guidance and Counselling of the Ignatius Ajuru University of Education, Rivers State. A reliability coefficient of 0.83 was obtained using the Cronbach Alpha reliability test. Mean and standard deviation were used to answer the research questions while the independent samples t-test was employed to test the hypothesis with the aid of SPSS software. The researchers observed that non-usage of
standardized assessment instruments, lack of motivational skills, level of teachers' competencies on assessment skills are some of the challenges for proper assessment of students learning outcomes in schools. It was recommended that teachers should be compelled to use standardized instruments like tests, and questionnaires for comparison. Also trainings, conferences, workshops should be organized for more professional
development of the teachers.
Keywords: Assessment, Competencies, Standardized, Learning outcomes
Madueke, Cynthia Chizoba & Onyeanu, Uchechukwu M.
TEACHERS' ASSESSMENT COMPETENCIES IN BASIC SCIENCE AND STUDENTS' LEARNING OUTCOMES IN PUBLIC SECONDARY SCHOOLS IN OBIO-AKPOR LOCAL GOVERNMENT AREA, RIVERS STATE
Abstract This study investigated teachers' assessment competencies in basic science and students' learning outcomes in public secondary schools in Obio-Akpor Local Government Area, Rivers State. The population for the study comprised all the public Secondary school basic science teachers in Obio-Akpor Local Government Area. which was estimated to be 695 teachers. A sample size of two hundred (200) Basic science teachers was selected using stratified random sampling techniques and Taro Yamane formula. Descriptive survey research design was used for this study. Two (2) research questions and a hypothesis were formulated to guide the study. A structured questionnaire titled “Teachers Competencies for Proper Assessment (TCPA)” with a four (4) point Likert scale was developed by the researchers and was validated by experts from Educational Measurement & Evaluation in the Department of Educational Psychology, Guidance and Counselling of the Ignatius Ajuru University of Education, Rivers State. A reliability coefficient of 0.83 was obtained using the Cronbach Alpha reliability test. Mean and standard deviation were used to answer the research questions while the independent samples t-test was employed to test the hypothesis with the aid of SPSS software. The researchers observed that non-usage of standardized assessment instruments, lack of motivational skills, level of teachers' competencies on assessment skills are some of the challenges for proper assessment of students learning outcomes in schools. It was recommended that teachers should be compelled to use standardized instruments like tests, and questionnaires for comparison. Also trainings, conferences, workshops should be organized for more professional development of the teachers. Keywords: Assessment, Competencies, Standardized, Learning outcomes