Dr Sadiya Mu’azu Sani, Nazifi Idris Abubakar and Aliyu Idris
ASSESSMENT OF SENIOR SECONDARY SCHOOL TEACHERS’ KNOWLEDGE OF TEST SCORING TECHNIQUE IN KANO MUNICIPAL, NIGERIA
https://doi.org/10.83151/bq8g-zw59
The study assessed senior secondary school teachers’ knowledge of test scoring techniques in the Kano Municipal Education Directorate. The study was guided by four objectives. One research question was answered, and four hypotheses were tested at the 0.05 level of significance. The study used a descriptive research design. The population of the study comprised all senior secondary school teachers in the Kano Municipal Education Directorate, Kano State. There were 1,432 teachers. Through the multiple-stage cluster sampling technique, a sample of 306 was drawn. The instrument used for generating data was an adopted Teacher Test Scoring Scale (TTSS). Frequency count and simple percentage were used to answer the research question, while the t-test for independent samples and ANOVA were used to test the null hypotheses. The results of the study showed that the majority of the teachers possessed the knowledge of test-scoring techniques. The findings revealed that there is no significant difference in teachers’ knowledge of test-scoring techniques by gender and years of teaching experience. It was recommended that the performances of teachers’ knowledge in test scoring techniques can be boosted through workshops and seminars to be organized by the educational zone.
Keywords: Test, Test Scoring, Teachers’ Knowledge
Dr Sadiya Mu’azu Sani, Nazifi Idris Abubakar and Aliyu Idris
ASSESSMENT OF SENIOR SECONDARY SCHOOL TEACHERS’ KNOWLEDGE OF TEST SCORING TECHNIQUE IN KANO MUNICIPAL, NIGERIA https://doi.org/10.83151/bq8g-zw59
The study assessed senior secondary school teachers’ knowledge of test scoring techniques in the Kano Municipal Education Directorate. The study was guided by four objectives. One research question was answered, and four hypotheses were tested at the 0.05 level of significance. The study used a descriptive research design. The population of the study comprised all senior secondary school teachers in the Kano Municipal Education Directorate, Kano State. There were 1,432 teachers. Through the multiple-stage cluster sampling technique, a sample of 306 was drawn. The instrument used for generating data was an adopted Teacher Test Scoring Scale (TTSS). Frequency count and simple percentage were used to answer the research question, while the t-test for independent samples and ANOVA were used to test the null hypotheses. The results of the study showed that the majority of the teachers possessed the knowledge of test-scoring techniques. The findings revealed that there is no significant difference in teachers’ knowledge of test-scoring techniques by gender and years of teaching experience. It was recommended that the performances of teachers’ knowledge in test scoring techniques can be boosted through workshops and seminars to be organized by the educational zone. Keywords: Test, Test Scoring, Teachers’ Knowledge