Chinedu Ositadimma Chukwu, Fidelis Ajor Odey, Ini Etuk Sunday and Jenny Chinedu Chukwu
DATA-BASED FEEDBACK PRACTICES ON TEACHING EFFECTIVENESS, STUDENT ENGAGEMENT, AND ASSESSMENT FAIRNESS IN NIGERIAN CLASSROOMS
https://doi.org/10.83151/xy2x-9a68
This study investigated the predictive relationships between teachers’ data collection, analysis, and data-informed action skills practices and three critical educational outcomes: teaching effectiveness, student engagement, and assessment fairness among Senior Secondary School 2 (SS2) teachers in Nigeria. Anchored on Feedback, Self-Determination, and Ecological Systems theories, the research employed a correlational design with a sample of 3,701 teachers across Nigeria’s six geopolitical zones. Data were collected using validated instruments, including scales for teaching effectiveness, student engagement, assessment fairness, and data-informed practices. Multiple regression and multivariate analyses were conducted to examine individual and joint predictive effects. Findings revealed that teachers’ data collection, analysis, and informed action skill practices significantly predicted teaching effectiveness (R² = .660), student engagement (R² = .673), and assessment fairness (R² = .708). Multivariate analysis indicated that approximately 60% of the combined variance in these outcomes was accounted for by teachers’ engagement in data-informed practices (Pillai’s Trace = 0.598, p < .001). Notably, data-informed action emerged as the strongest predictor across outcomes. These results highlight the transformative potential of systematic, evidence-based instructional practices in enhancing teacher performance, promoting active student participation, and ensuring equitable assessment. The study underscores the need for professional development, institutional support, and targeted policies to sustain data-driven educational improvements in under-resourced classrooms.
Keywords: Data collection, data-informed action, teaching effectiveness, student engagement, assessment fairness, Senior Secondary School teachers, Africa.
Chinedu Ositadimma Chukwu, Fidelis Ajor Odey, Ini Etuk Sunday and Jenny Chinedu Chukwu
DATA-BASED FEEDBACK PRACTICES ON TEACHING EFFECTIVENESS, STUDENT ENGAGEMENT, AND ASSESSMENT FAIRNESS IN NIGERIAN CLASSROOMS https://doi.org/10.83151/xy2x-9a68
This study investigated the predictive relationships between teachers’ data collection, analysis, and data-informed action skills practices and three critical educational outcomes: teaching effectiveness, student engagement, and assessment fairness among Senior Secondary School 2 (SS2) teachers in Nigeria. Anchored on Feedback, Self-Determination, and Ecological Systems theories, the research employed a correlational design with a sample of 3,701 teachers across Nigeria’s six geopolitical zones. Data were collected using validated instruments, including scales for teaching effectiveness, student engagement, assessment fairness, and data-informed practices. Multiple regression and multivariate analyses were conducted to examine individual and joint predictive effects. Findings revealed that teachers’ data collection, analysis, and informed action skill practices significantly predicted teaching effectiveness (R² = .660), student engagement (R² = .673), and assessment fairness (R² = .708). Multivariate analysis indicated that approximately 60% of the combined variance in these outcomes was accounted for by teachers’ engagement in data-informed practices (Pillai’s Trace = 0.598, p < .001). Notably, data-informed action emerged as the strongest predictor across outcomes. These results highlight the transformative potential of systematic, evidence-based instructional practices in enhancing teacher performance, promoting active student participation, and ensuring equitable assessment. The study underscores the need for professional development, institutional support, and targeted policies to sustain data-driven educational improvements in under-resourced classrooms. Keywords: Data collection, data-informed action, teaching effectiveness, student engagement, assessment fairness, Senior Secondary School teachers, Africa.