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

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