Effective Assessment Techniques As A Correlate Of Students’ Academic Achievement In English Language

Effective Assessment Techniques As A Correlate Of Students’ Academic Achievement In English Language

Abstract

This study was carried out to examine the effective assessment techniques as a correlate of students’ academic achievement in English Language using Aba North Local Government Area, Abia State as a case study. The study was specifically set to ascertain whether there is a significant relationship between assessment techniques and students’ academic achievement in English Language, find out if formative assessment strategy significantly improves students’ academic achievement in English Language, find out if summative assessment have a significant impact on students’ academic achievement in English Language, and find out if Diagnostic assessment have a significant impact on students’ academic achievement in English Language. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of English Language teachers and students of some selected secondary schools in Aba North Local Government Area, Abia State. In determining the sample size, the researcher conveniently selected 229 respondents and 210 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that there is a significant relationship between assessment methods and students learning outcome. Furthermore the result of the findings reveals thatDiagnostic assessment have a significant impact on students academic performance. Therefore, it is recommended that curriculum developers, teacher trainers and policy-makers must continue to encourage teachers by providing help with continuous relevant teacher training strategies for teaching students so as to encourage their interest in learning. To mention but a few.

Table of Content

• Title Page
• Certification
• Dedication
• Acknowledgement
• Table of Content
• List of Tables
• Abstract

Chapter One:

Introduction

• 1.1 Background of the Study
• 1.2 Statement of the Problem
• 1.3 Objective of the Study
• 1.4 Research Questions
• 1.5 Research Hypothesis
• 1.6 Significance of the Study
• 1.7 Scope of the Study
• 1.8 Limitation of the Study
• 1.9 Definition of Terms
• 1.10 Organisations of the Study

Chapter Two:

Review of Literature

• 2.1 Conceptual Framework
• 2.2 Theoretical Framework
• 2.3 Empirical Review

Chapter Three:

Research Methodology

• 3.1 Research Design
• 3.2 Population of the Study
• 3.3 Sample Size Determination
• 3.4 Sample Size Selection Technique and Procedure
• 3.5 Research Instrument and Administration
• 3.6 Method of Data Collection
• 3.7 Method of Data Analysis
• 3.8 Validity of the Study
• 3.9 Reliability of the Study
• 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

• 4.1 Data Presentation
• 4.2 Analysis of Data
• 4.3 Answering Research Questions
• 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

• 5.1 Summary
• 5.2 Conclusion
• 5.3 Recommendation
• References
• APPENDIX
• QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of the Study

For quite a long period of time, many educators have viewed assessment as a means for measuring learning final outcomes and this is mainly actualized through what is known as summative assessment (Black &William, 1998). But quite recently, educators have begun to widen their scope of assessment to cover not only students’ learning outcomes at the end of specific period in order to decide who passes or fails, but also to enhance learning by modifying classroom instruction (Rabinowitz, 2010). This is exactly what assessment for learning does as it aims to improve the quality of teaching and use assessments result to modify students’ learning.

Assessment for learning is based on providing instant and specific feedback after each learning step to avoid unnecessary delay of correcting students’ errors. For such type of evaluation to realize its maximum benefit, it is suggested that assessment should not be a once and done activity. Rather, it must be a continuous act, which guides teaching-learning process through provision of timely feedback. It is widely acknowledged that the effect of feedback is enhanced if and only if it is immediate and clearly articulated in order to guide the learning process and to rectify possible shortcomings (O’Malley & Pierce, 2015).

Teachers have long been aware of the importance of feedback for learning. In fact, feedback assists students to increase their sense of responsibility and helps them develop self-monitoring system. Actually, the learners become directly engaged in proper activity of self-assessment and self-correction.

From the above account, one can see the difference between assessment for learning which is intended to support the learning process and the traditional summative assessment which is mainly concerned with measuring the learning outcome. In view of the aforementioned, this study seek to examine effective assessment techniques as a correlate of students’ academic achievement in English Language.

1.2 Statement of the Problem

The experiences of wastage in education in recent years have led to the finding of alternatives in educational services all over the world. In Nigeria, there has been a hue and cry by members of the public over what is regarded as falling standards in education. One notices that such hues and cries come immediately after the release of the yearly West African School Certificate Examination results. It stands to reason therefore that the notion of the falling standard of education could not be anything else other than the inability on the part of secondary school students to pass the school certificate examinations or with higher grades. This and other factors have made assessment to become an “in-thing’ in educational policy and practice discussion in Nigeria. The present National Policy on education places particular emphasis on it as something that should infiltrate the country’s educational system, to ensure that the Nigerian child really learn in school instead of merely using the school as an examination – preparation and an examination writing venue.

Teachers are effective when they make good decisions that lead to actions that promote student responding and achievement especially in English Language. Good decision making involves

1. Knowing which instructional procedures are effective under which condition and
2. Having good information about student performance.

This is exactly where the significance of assessment comes in. The primary purpose of assessment is to gather information about students’ performances to make decisions about how and where the students are instructed.

Therefore, to the degree that teachers are knowledgeable about assessment, they increase the likelihood of making good decisions about the students in their classrooms. In essence, effective teaching boils down to good instruction, good assessment and using each to do the other better (Elliot, 1998). Based on the above, this study seek to examine the effective assessment techniques as a correlate of students’ academic achievement in English Language.

1.3 Objectives of the Study

The major of this study is to critically examine the effective assessment techniques as a correlate of students’ academic achievement in English Language. By extension, this study will specifically;

1. Ascertain whether there is a significant relationship between assessment methods and students academic achievement in English Language.
2. Find out if formative assessment strategy significantly improves learners academic achievement in English Language.
3. Find out if summative assessment have a significant impact on students academic achievement in English Language.
4. Find out if Diagnostic assessment have a significant impact on students academic achievement in English Language

1.4 Research Question

The study will be guided by the following questions;

1. Is there a significant relationship between assessment techniques and students academic achievement in English Language?
2. Does formative assessment strategy significantly improves learners academic achievement in English Language?
3. Does summative assessment have a significant impact on students academic achievement in English Language?
4. Does Diagnostic assessment have a significant impact on students academic achievement in English Language?

1.5 Research Hypothesis

• Ho: There is no significant relationship between assessment techniques and students academic achievement in English Language.
• Ha: There is a significant relationship between assessment techniques and students academic achievement in English Language.

1.6 Significance of the Study

The findings of this study will be used to enhance the process of modernizing the educational practice and help to facilitate the learning. The results will serve as a means to make recommendations about performance assessment and its impact on students’ overalllearning. In addition, these recommendations will allow the use of performance assessment as an approach to be used as a regular part of the classroom experience.

1.7 Scope of the Study

This study is to critically assess the effective assessment techniques as a correlate of students’ academic achievement in English Language. The study will focus more on formative, summative and Diagnostic assessment methods. The respondents for the study will be obtained from some selected secondary schools in Aba North Local Government Area.

1.8. Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

1.9 Definition of Terms

Assessment

Assessment involves the systematic collection of data on all aspects of an educational endeavor.

1.10 Organization of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the effective assessment techniques as a correlate of students’ academic achievement in English Language using Aba North Local Government Area, Abia State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was to examine the effective assessment techniques as a correlate of students’ academic achievement in English Languageusing Aba North Local Government Area, Abia State as a case study.The study was specifically carried out to ascertain whether there is a significant relationship between assessment techniques and students’ academic achievement in English Language, find out if formative assessment strategy significantly improves students’ academic achievement in English Language, find out if summative assessment have a significant impact on students’ academic achievement in English Language, and find out if Diagnostic assessment have a significant impact on students’ academic achievement in English Language.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 210 responses were validated from the enrolled participants where all respondent areEnglish Language teachers and students of some selected secondary schools in Aba North Local Government Area, Abia State.

5.3 Conclusion

Based on the findings of this study, the researcher concluded that;

1. There is a significant relationship between assessment methods and students’ academic achievement in English Language.
2. Formative assessment strategy significantly improves students’ academic achievement in English Language.
3. Summative assessment have a significant impact on students’ academic achievement in English Language.
4. Diagnostic assessment have a significant impact on students’ academic achievement in English Language.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

1. Curriculum developers, teacher trainers and policy-makers must continue to encourage teachers by providing help with continuous relevant teacher training strategies for teaching students so as to encourage their interest in learning especially English Language.
2. It is important that teachers recognises what types of attitude students bring into the classrooms, and in response conduct their classroom activities in a way as to sustain and maintain high positive students attitude. They should also recognise students’ interest when planning activities for lessons so as to ensure they are relevant to the student.
3. The school administrators and policy-makers need to provide classroom designs that would generally support interactive learning methods.

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