Impact of Formative Evaluation Modes on Learning Outcomes among Senior Secondary Agricultural Science Students in Uyo, Akwa Ibom State

Main Article Content

J. T. Ekanem
E. B. Inyang
I. M. Umoh

Abstract

This study examined the effect of formative evaluation modes on secondary school agricultural science students’ learning outcomes in Uyo, Akwa Ibom State, Nigeria. It was a pre-test and post-test quasi-experimental/control group research that relied on multi-stage sampling technique in the selection of respondents. Five (5) instruments developed and validated by the researchers were used to generate data from 200 SS11 students exposed to Agricultural science and farming techniques in secondary schools. Collected data were analysed using mean scores and standard deviation as well as Analysis of Covariance (ANCOVA) at .01 level of significance. Formative evaluation modes with feedback and remediation, which enabled respondents, develop good study habit and positive interpersonal relationship with their instructors and peers have proved to be very effective in the assessment and improvement of students’ learning outcomes. The improvements in respondents’ performances were observed in both achievements in and attitude to learning Agricultural science. It could thus be concluded from this study that formative evaluation modes with feedback and remediation are effective in improving farmers’ achievement in and their attitude to learning more about Agricultural science. Formative evaluation modes with feedback and remediation enabled young farmers to engage in consistent studying. It allowed the farmers to be exposed to different formative evaluation techniques such as peer assessment, projects, group assignment instead of the usually test and individual assignment that they were used to. Need for Agricultural science instructors to acquire necessary skills in the development of various formative evaluation modes/techniques needed for the assessment of the cognitive and affective domains of the young farmers was raised. Such techniques include written quiz, end-of-lesson assessment, peer assessment, individualized task, project, group assignment, attitudinal scales, and socio-metric scale among others.

Keywords:
Impact, formative evaluation modes, learning outcomes, students, secondary school, agricultural science.

Article Details

How to Cite
Ekanem, J. T., Inyang, E. B., & Umoh, I. M. (2019). Impact of Formative Evaluation Modes on Learning Outcomes among Senior Secondary Agricultural Science Students in Uyo, Akwa Ibom State. Journal of Education, Society and Behavioural Science, 32(4), 1-11. https://doi.org/10.9734/jesbs/2019/v32i430177
Section
Original Research Article

References

Muhammad-Lawal A, Omotesho O, Fala A. Technical Efficiency of Youth Participation in Agriculture: A Case Study of the Youth-in-Agriculture Programme in Ondo State, South Western Nigeria. Nigerian Journal of Agriculture, Food and Environment. 2015;5(1):20-26.

Umoh ID. Knowledge of Climate-Change And Socio-Psychological Variables As Correlates of Household Agricultural Practices Among Senior School Agricultural Science Students In Akwa Ibom State. Unpublised M.Ed Dissertation, Institute of Education, University of Ibadan, Ibadan, Nigeria; 2012.

Idowu AI, Esere MO. Assessment in Nigerian schools: A Counsellor’s Viewpoint. Edo Journal of Counselling,. An Official Publication of Edo State Chapter of Counselling Association of Nigeria. 2016; 2(1):17-27.

Rust C. The impact of assessment on student learning. Active Learning in Higher Education. 2012;3(2):145–158.

Ekpenyong LE. Assessment: A missing link in Continuous Assessment of Business Courses. Journal of Quality Education. 2010;6(2): 80-87.

Huhta A. Diagnostic and formative assessment. In Spolskey, B. and Hult, F. M. (Eds), The Handbook for Educational Linguistics. Oxford, UK: Blackwell. 2010; 469-482.

Chauhan SS. Advanced Educational Psychology, New Delhi’ Vikas Publishing House (P) Ltd; 2015.

Stiggins R, Chappuis J. Using student-involved classroom assessment to close achievement gaps. Theory into Practice, Phi Delta Kappan. 2015;44(1):11-18.

Hassan T. Continuous Assessment: Concept and Technique. Blessed Book Publishers; 2018.

Onuka A. Improving Students’ Performance through Feedback Mechanism in Secondary Schools. Ibadan, University of Ibadan; 2010.

Onuka A. Continuous Assessment as an Instrument of Achieving Learning Objectives. Unpublished Research Report, Ibadan, University of Ibadan; 2018.

Onuka AOU, Junaid IO. Influence of feedback mechanism on students’ performance in economics in Kogi State, Nigeria. In International Journal of Distance Education (IJODE). 2017;2.

Nwana OC. 2013 Minimum standards and accountability in the Nigerian educational system – Keynote Address. In A. Osilaye (Chair). Minimum standards and accountability in the Nigerian educational system. 18thAnnual Congress of the Nigerian Academy of Education, University of Port Harcourt, Port Harcourt, 10th – 14thNovember; 2003.

Onuka AOU, Durowoju EO. Nature, causes, methods, effect and solutions to examination malpractices in Nigeria. A presentation made at the Interactive Session on Examination Malpractices; 2011.

Bruce-Agbogidi ET. Continuous assessment: Implementation by secondary school teachers in Port Harcourt. An unpublished M.Ed thesis in Institute of Education, University of Ibadan; 2015.

Keith DA. The interpretation, assessment and conservation of ecological communities and ecosystems. Ecol. Manage. Restor. 2010;10:3–15.

Adegoke BA. Integrating animations, narratives and textual information for improving Physics learning. Electronic Journal of Research in Educational Psychology. 2013;8(2):725-748.

Kerlinger F, Lee H. Foundations of Behavioural Research. Orlando, FL: Harcourt College Publishers; 2000.

King M. Research in composition: A Need for a Theory. Research in the Teaching of English. 2017;8:6-13.

Otekunrin OA, Oni LO, Otekunrin OA. Challenges, Attitudes and Academic Performance of Agricultural Science Students in Public Secondary Schools of Ibadan North, Nigeria. Journal of Scientific Research and Reports. 2017;13(1):1-11.

Sodique F. Bee-Honey Production: Strategy for Poverty Alleviation among Youths in Nigeria. Annals of Child and Youth Studies. 2016;1(1):113 –124.