MULTIPLE PERSPECTIVE ASSESSMENTS AS CORRELATES OF UNDERGRADUATE STUDENTS' ACQUISITION OF LIFE LONG SKILLS IN AKWA IBOM STATE
Abstract
This study investigated multiple perspective assessments as correlates of
undergraduate students' acquisition of life-long skills in Akwa Ibom
State. Three null hypotheses were formulated to guide the study.
Correlational design was employed in carrying out the study. A sample
size of 470 from a population of 7839 undergraduate students were
selected from the faculties of education in University of Uyo and Akwa
[born Stare University both in Akwa Ibom State. Taro Yemane formula
was used to determine the sample size and the students were selected
using simple random sampling technique. Data for the study were
generated using a questionnaire titled "Multiple Perspective
Assessments and Students' Acquisition of Lifelong Skills Questionnaire
(MP4SALL9)" with 30 items. The instrument was validated by three
lecturers who are experts in educational evaluation. A reliability
coefficient of .87 was got when the instrument was trial-tested on 30
students from the sampled schools who did not take part in the main
study. Data generated from the questionnaire were analysed using
Pearson's Product Moment Correlation (PPMC) with Statistical
Package for Social Sciences (SPSS) version 21. The findings of the study
revealed that self-assessment, peer-assessment and teacher-assessment
significantly relate to students' acquisition of life skills. The study
therefore recommended that lecturers should use self, peer and teacher
assessments during assessment to ensure acquisition of life-long skills by
students.
Keywords: Multiple assessment, Self, Peers, Teacher, Acquisition of life skills.
Ogiri Rowland Sunday & Ima Ibiok Willie
MULTIPLE PERSPECTIVE ASSESSMENTS AS CORRELATES OF UNDERGRADUATE STUDENTS' ACQUISITION OF LIFE LONG SKILLS IN AKWA IBOM STATE
Abstract This study investigated multiple perspective assessments as correlates of undergraduate students' acquisition of life-long skills in Akwa Ibom State. Three null hypotheses were formulated to guide the study. Correlational design was employed in carrying out the study. A sample size of 470 from a population of 7839 undergraduate students were selected from the faculties of education in University of Uyo and Akwa [born Stare University both in Akwa Ibom State. Taro Yemane formula was used to determine the sample size and the students were selected using simple random sampling technique. Data for the study were generated using a questionnaire titled "Multiple Perspective Assessments and Students' Acquisition of Lifelong Skills Questionnaire (MP4SALL9)" with 30 items. The instrument was validated by three lecturers who are experts in educational evaluation. A reliability coefficient of .87 was got when the instrument was trial-tested on 30 students from the sampled schools who did not take part in the main study. Data generated from the questionnaire were analysed using Pearson's Product Moment Correlation (PPMC) with Statistical Package for Social Sciences (SPSS) version 21. The findings of the study revealed that self-assessment, peer-assessment and teacher-assessment significantly relate to students' acquisition of life skills. The study therefore recommended that lecturers should use self, peer and teacher assessments during assessment to ensure acquisition of life-long skills by students. Keywords: Multiple assessment, Self, Peers, Teacher, Acquisition of life skills.