Effect of Formative Classroom Assessment on Students’ Academic Achievement in Junior Secondary School Basic Science in Egor Local Government Area of Edo State, Nigeria

U Orheruata Matilda ,A Oyakhirome Helen

doi:10.7176/jep/10-15-22

Abstract

The research investigated the effect of formative classroom assessment on students’ achievement in junior secondary school Basic science in Egor Local Government Area of Edo State. The study adopted a pre-test, post–test experimental design. The population of the study comprised all the public Junior Secondary School two (JSS II) students out of which 80 students were purposively sampled and used for the study. Basic Science Achievement Test (BSAT) was used for the pre-test and post–test. The instrument was content validated by Basic science teachers who are experts in the subject. The reliability of the BSAT was determined by the test-retest method yielding a reliability co-efficient of 0.70. Data collected were analysed using paired sample t-test and independent sample t-test at 0.05 level of significant. The Findings revealed that formative classroom assessment had effect on the students’ academic achievement in favour of the experimental group; formative classroom assessment was also found to improve the students’ academic achievement as observed in the difference between pre-test and post-test in favour of the post-test; and no significant difference in the scores of male and female exposed to the formative classroom assessment. It was recommended that teaching and learning at the junior secondary school should be improved by regular formative classroom assessment with adequate feedback and remediation for learners to improve their academic achievement. Keywords: Assessment, Formative assessment, Classroom, Academic achievement DOI : 10.7176/JEP/10-15-22 Publication date :May 31 st 2019

Highlights

The classroom is basically a training environment where teaching and learning process take place
There is no significant difference in the post –test scores in Basic Science of junior secondary school students exposed to formative assessment and those in the control group
There is no significant difference between male and female in Basic Science scores of junior secondary school students exposed to formative assessment

Summary

Introduction

The classroom is basically a training environment where teaching and learning process take place It is a center for a dynamic system of interactions where the teacher is to effectively instruct the learners in a manner that will bring about changes in the behavior of learners and determine the students’ level of achievement in the course of study. The teacher attempts to gain knowledge of competencies his/her students brought to the classroom and what they have acquired as a result of instructions Assessment should be a tool of teaching and learning and not to be interpreted as the objective of student’s learning experience It should be viewed as a series of well-planned and systematic measurement that will enable the teacher to make an authentic and valid decision about a learner. As students’ population in secondary schools in Nigeria increases, classroom assessments assume more central role in enhancing students learning in order to meet distinct academic standards

Methods

Findings

Discussion

Conclusion