Abstract
The role of lecturers in tertiary institutions of learning is crucial. Some of the crucial roles of lecturers include assessment and feedbacks provided to students. These are considered as contributory factors to improving or hampering the learning abilities of students. Hence, this study explored the effects of assessment and feedback on the learning abilities of students in selected rural based universities in Nigeria and South Africa. Quantitative research method was employed for the study. Thus, data were collected from respondents through the use of questionnaires which were administered to nine hundred and thirty-four (934) randomly selected third-year undergraduate students from two Nigerian and South African rural based universities. The collected data were analysed through the use of descriptive statistics. The results revealed that lack of innovation, large classes and poor internet amongst others are factors affecting the form of assessments and feedback given to students. Also, poor assessment and feedbacks contribute in hampering the learning abilities of students. The study therefore recommends that more lecturers should be employed, empowered through the provision of necessary facilities as well as all-encompassing periodic on the job trainings and workshops. These trainings and workshops are to be designed in such a manner that lecturers will be motivated and taught various ways on how to promote good lecturer-student relationship, improvise in creating and using different assessment and feedback strategies, acquire and utilize best practices across the globe on assessing and giving feedback to large classes.
Highlights
Assessment is an area of challenge in the African learning context [1]
The demographic data of the respondents across the selected rural universities in South Africa and Nigeria are as presented in Table 1 below: Table 1
The analysis shows that 241 out of 490 respondents from the selected South African rural university were males, while 249 were females
Summary
Assessment is an area of challenge in the African learning context [1]. [1] further opines that the way students are assessed, monitored and evaluated in African institutions differs from what is obtainable in other tertiary institutions abroad. [1] states that the prerequisite to be followed when assessing students is not usually followed in some African tertiary institutions of learning. The rate at which feedback is given to students is hampered since there seems to be deficiency in the area of assessment. [1,2] concur that learning challenges amongst students in tertiary institutions in Africa are constituted by the kind of assessment given to them
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