EFFECT OF ASSESSMENT FOR LEARNING METHOD ON STUDENTS’ ACADEMIC ACHIEVEMENT IN ECONOMICS IN SECONDARY SCHOOLS IN IMO STATE
Dr. Obih, Solomon Onyinyechi Alison
Department Of Curriculum/Instruction,
Alvan Ikoku Federal College of Education, Owerri
Amaechi, Chidera Emmanuel
Department Of Science Education (Measurement and Evaluation), College of Education, Michael Okpara University of Agriculture, Umudike
&
Dr. Azubuike, Ogechi Joy
Department of Educational Technology,
Alvan Ikoku Federal College of Education, Owerri
Abstract
The traditional assessment methods used in evaluating the learning outcome of students have been saddled with some deficiencies which do not allow it to comprehensively involve and measure the students in most aspects of learning tasks. Due to this fact, the researchers examined the effect of assessment for learning method (AFLM) on students’ academic achievement in Economics in Secondary Schools in Imo State. Two research questions and two hypotheses guided the study. The study is a quasi-experimental research design with a population of 30,430 students and the sample comprised of 68 SS2 Economics students from two intact classes. The sample was drawn through purposive and cluster sampling techniques. The instrument used for data collection was: Economics Achievement Test (EAT) prepared by the researcher with 40 items. The instrument was face validated by five specialists: three in the area of Educational Measurement and Evaluation and two from Education Economics. Furthermore, the items in the Economics Achievement Test (EAT) instrument were subjected to content validity using test blue print. The reliability of EAT was established using Kudder-Richardson (K-R20) statistics with internal consistency index of 0.81. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using One Way and Two Way Analysis of Covariance (ANCOVA) statistics at 0.05 level of significance. From the data analyzed, it was found that assessment for learning method is more effective than the traditional assessment method in Economics at post test. The finding also revealed that there was significant difference between the mean achievement score of the students in the two groups. The study recommended among others that: the educational ministries/departments should organize and sponsor Economics workshops, exhibitions, seminars, and conferences periodically for Economics teachers to learn how to adopt assessment for learning method in the schools, through the use of rubrics and portfolios.
Keywords: Economics, Assessment for Learning Method, Rubric, Portfolio, Students’ Academic Achievement.