FORMATIVE ASSESSMENT SKILLS AMONG BASIC SCIENCE TEACHERS IN SECONDARY SCHOOLS IN NSUKKA
EDUCATIONAL ZONE OF ENUGU STATE
Abstract
This study explored teachers' formative assessment skills in Basic
Science in secondary schools. The study employed descriptive survey
research design. The researchers developed an Observational Schedule
on Teachers' Formative Assessment Skills (OSTFAS) which was used for
data collection. Cronbach alpha was used to determine the internal
consistency of the instrument. The sample comprises 50 Basic Science
teachers drawn from the population of all the Basic Science teachers in
junior secondary schools in Nsukka educational Zone of Enugu State
using multistage sampling procedure. Mean and Standard deviation were
used to answer the research questions while analysis of variance
(4NOVA) and independent sample t-test statistics were used to test the
null hypotheses at 0.05 level of significance. The result shows that
academic qualifications, years of teaching experience and gender of
Basic Science teachers have influence in the display of formative
assessment skills. However, academic qualifications and gender have no
significant influence on the formative assessment skills. The study
recommended among others that teachers should be provided with an
opportunity for an intensive in-service training and workshops on how to
improve on their formative assessment skills, for a better teaching and
learning in schools.
Keywords: Formative assessment, Basic Science, formative assessment skills,
secondary school teachers.
Ezugwu, Ifesinachi Jude, Nwani, Samuel Uchenna, Agbo, Lourita Princess & Mbonu-Adigwe, Bianca Uzoamaka
FORMATIVE ASSESSMENT SKILLS AMONG BASIC SCIENCE TEACHERS IN SECONDARY SCHOOLS IN NSUKKA EDUCATIONAL ZONE OF ENUGU STATE
Abstract This study explored teachers' formative assessment skills in Basic Science in secondary schools. The study employed descriptive survey research design. The researchers developed an Observational Schedule on Teachers' Formative Assessment Skills (OSTFAS) which was used for data collection. Cronbach alpha was used to determine the internal consistency of the instrument. The sample comprises 50 Basic Science teachers drawn from the population of all the Basic Science teachers in junior secondary schools in Nsukka educational Zone of Enugu State using multistage sampling procedure. Mean and Standard deviation were used to answer the research questions while analysis of variance (4NOVA) and independent sample t-test statistics were used to test the null hypotheses at 0.05 level of significance. The result shows that academic qualifications, years of teaching experience and gender of Basic Science teachers have influence in the display of formative assessment skills. However, academic qualifications and gender have no significant influence on the formative assessment skills. The study recommended among others that teachers should be provided with an opportunity for an intensive in-service training and workshops on how to improve on their formative assessment skills, for a better teaching and learning in schools. Keywords: Formative assessment, Basic Science, formative assessment skills, secondary school teachers.