THE IMPLEMENTATION AND CHALLENGES OF FORMATIVE ASSESSMENT IN FEDERAL UNIVERSITIES IN SOUTH-SOUTH, NIGERIA
Abstract
The study investigated the implementation and challenges of formative
assessment in selected Federal Universities in South-South Nigeria. A
descriptive survey research design was employed for the study. The
population of the study comprised Mathematics Education lecturers in
Federal universities in South-South, Nigeria. Simple random sampling
technique was used to select three federal universities and 20
Mathematics Education lecturers. A four-point Liker! scale
questionnaire was used as the instrument for data collection. The
instrument was face and content validated by three experts from
Educational Measurement and Evaluation, University of Benin, Edo
State. Cronbach alpha technique was used to determine the reliability of
the instrument and coefficient of 0.83 was gotten. The research questions
were answered using mean and standard deviations while the hypotheses
were tested using Analysis of Variance (4NOVA) statistics. The findings
revealed that the implementations of formative assessment in the selected
universities were very poor; and there is no significant difference among
South-South Federal Universities Mathematics Education lecturers in
the utilizing and implementing formative assessment. It is recommended
amongst others that lecturers should implement formative assessment so
as to improve on the learning skills and practices.
Key Words: Mathematics Education, Fonnative Assessment, Federal Universities,
Mathematics Lecturers
Chinelo Blessing Oribhabor & Kingsley Ehis Aituariagbon
THE IMPLEMENTATION AND CHALLENGES OF FORMATIVE ASSESSMENT IN FEDERAL UNIVERSITIES IN SOUTH-SOUTH, NIGERIA
Abstract The study investigated the implementation and challenges of formative assessment in selected Federal Universities in South-South Nigeria. A descriptive survey research design was employed for the study. The population of the study comprised Mathematics Education lecturers in Federal universities in South-South, Nigeria. Simple random sampling technique was used to select three federal universities and 20 Mathematics Education lecturers. A four-point Liker! scale questionnaire was used as the instrument for data collection. The instrument was face and content validated by three experts from Educational Measurement and Evaluation, University of Benin, Edo State. Cronbach alpha technique was used to determine the reliability of the instrument and coefficient of 0.83 was gotten. The research questions were answered using mean and standard deviations while the hypotheses were tested using Analysis of Variance (4NOVA) statistics. The findings revealed that the implementations of formative assessment in the selected universities were very poor; and there is no significant difference among South-South Federal Universities Mathematics Education lecturers in the utilizing and implementing formative assessment. It is recommended amongst others that lecturers should implement formative assessment so as to improve on the learning skills and practices. Key Words: Mathematics Education, Fonnative Assessment, Federal Universities, Mathematics Lecturers