THE EFFECT OF CORRECTIVE FEEDBACK OF SCHOOL-BASED ASSESSMENT ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN STOICHIOMETRY
School-based assessment (SBA) is an assessment, which is embedded in the teaching and learning process. Like formative assessment, SBA is used to diagnostically provide feedback to teachers and students over the course of instruction. Feedback is an essential part of teaching and learning process and lends itself to students’ academic development. Hence, this study explored the effect of corrective-feedback, on Senior Secondary Two (SS2) students’ achievement in stoichiometry. Quasi-experimental design of the pretest post test non-equivalent control group design was adopted. The study was guided by three null hypotheses. The population of the study consists of co-educational private schools in Aba education zone, Abia State of Nigeria while the sample comprised 80 students from two intact chemistry classes in two schools drawn using purposive sampling technique because there was no randomization . One school was assigned Experimental Group A (EGA) while the other school was assigned Control Group B (CGB). The instrument for data collection was Chemistry Achievement Test in Stoichiometry (CATS) adopted from a Diagnostic Chemistry Achievement Test (DCAT) developed based on SS2 national chemistry curriculum. The CATS comprised four-option multiple choice objective test which yielded reliability coefficient index of .76 with Kuder-Richardson formula 20 (K-R 20). The two groups were taught stoichiometry and assessed using CATS. The EGA was given corrective-feedback while CGB was given non-corrective feedback. After four weeks, the two groups were re-assessed with CATS. Research questions were answered using mean and standard deviation while the null hypotheses were tested at .05 level of significance using Analysis of Covariance (ANCOVA). Summary of the results revealed that there was a significant difference in the mean achievement scores of students given corrective feedback and those given non-corrective feedback. The study further indicated a significant difference in the mean achievement scores of male and female students. There was an evidence of no interaction between treatment and gender. Based on the findings of the study, logical recommendations were made which highlighted, among others, the imperativeness of teachers giving corrective-feedback after SBA thereby, enhancing learner empowerment.
Ijeoma Joy Chikezie (2016)
THE EFFECT OF CORRECTIVE FEEDBACK OF SCHOOL-BASED ASSESSMENT ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN STOICHIOMETRY
School-based assessment (SBA) is an assessment, which is embedded in the teaching and learning process. Like formative assessment, SBA is used to diagnostically provide feedback to teachers and students over the course of instruction. Feedback is an essential part of teaching and learning process and lends itself to students’ academic development. Hence, this study explored the effect of corrective-feedback, on Senior Secondary Two (SS2) students’ achievement in stoichiometry. Quasi-experimental design of the pretest post test non-equivalent control group design was adopted. The study was guided by three null hypotheses. The population of the study consists of co-educational private schools in Aba education zone, Abia State of Nigeria while the sample comprised 80 students from two intact chemistry classes in two schools drawn using purposive sampling technique because there was no randomization . One school was assigned Experimental Group A (EGA) while the other school was assigned Control Group B (CGB). The instrument for data collection was Chemistry Achievement Test in Stoichiometry (CATS) adopted from a Diagnostic Chemistry Achievement Test (DCAT) developed based on SS2 national chemistry curriculum. The CATS comprised four-option multiple choice objective test which yielded reliability coefficient index of .76 with Kuder-Richardson formula 20 (K-R 20). The two groups were taught stoichiometry and assessed using CATS. The EGA was given corrective-feedback while CGB was given non-corrective feedback. After four weeks, the two groups were re-assessed with CATS. Research questions were answered using mean and standard deviation while the null hypotheses were tested at .05 level of significance using Analysis of Covariance (ANCOVA). Summary of the results revealed that there was a significant difference in the mean achievement scores of students given corrective feedback and those given non-corrective feedback. The study further indicated a significant difference in the mean achievement scores of male and female students. There was an evidence of no interaction between treatment and gender. Based on the findings of the study, logical recommendations were made which highlighted, among others, the imperativeness of teachers giving corrective-feedback after SBA thereby, enhancing learner empowerment.