Browsing by Author "Sheu, A. L."

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    Assessing teachers’ perspective of challenges militating against implementation of School Based Assessment in South West
    (Department of Science Education, Federal University of Technology Minna, 2016-03) Olutola, A. T.; Daramola, D. S.; Sheu, A. L.
    The study assessed teachers’ perspective of challenges militating against implementation of School Based Assessment (SBA) in South West, Nigeria. The study examines teachers’ assessment skills, supervision, in-service training and laxity on the implementation f school based assessment in Nigerian secondary schools. The survey design was adopted for the study. The population of the study consists of all the secondary school teachers in South West- Western States of Nigeria. Five hundred and seventy-six teachers were randomly drawn from secondary schools in South- Western States of Nigeria. A total number of thirty-two secondary schools were involved in the study. From each of the schools, eighteen teachers were randomly selected to take part in the study. A rating scale titled “Teachers Implementation of School Based Assessment Questionnaire” (TISBAQ) was used to collect data. A Cronbach’s Alpha reliability coefficient of 0.78 was obtained for the instrument. Analysis of data was carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the main challenge faced by teachers in South-Western States in implementing SBA is assessment skills with highest mean, followed by in-service training and supervision while the least challenge was recorded in teachers’ laxity. In addition, significant difference exists in the challenges faced by secondary school teachers in South Western Nigeria on the basis of gender, school location, teaching experience and qualification in implementing SBA. Based on these findings, it was recommended that the governments at all levels should periodically organize in-service training programme for secondary school teachers to broaden their knowledge in assessment skills and qualified teachers should be recruited, supervised, motivated and improved their welfare to get the best result in Nigerian secondary schools.
  • Item
    Assessing teachers’ perspective of challenges militating against implementation of School Based Assessment in South West
    (Department of Science Education, Federal University of Technology Minna, 2016-03) Olutola, A. T.; Daramola, D. S.; Sheu, A. L.
    The study assessed teachers’ perspective of challenges militating against implementation of School Based Assessment (SBA) in South West, Nigeria. The study examines teachers’ assessment skills, supervision, in-service training and laxity on the implementation f school based assessment in Nigerian secondary schools. The survey design was adopted for the study. The population of the study consists of all the secondary school teachers in South West- Western States of Nigeria. Five hundred and seventy-six teachers were randomly drawn from secondary schools in South- Western States of Nigeria. A total number of thirty-two secondary schools were involved in the study. From each of the schools, eighteen teachers were randomly selected to take part in the study. A rating scale titled “Teachers Implementation of School Based Assessment Questionnaire” (TISBAQ) was used to collect data. A Cronbach’s Alpha reliability coefficient of 0.78 was obtained for the instrument. Analysis of data was carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the main challenge faced by teachers in South-Western States in implementing SBA is assessment skills with highest mean, followed by in-service training and supervision while the least challenge was recorded in teachers’ laxity. In addition, significant difference exists in the challenges faced by secondary school teachers in South Western Nigeria on the basis of gender, school location, teaching experience and qualification in implementing SBA. Based on these findings, it was recommended that the governments at all levels should periodically organize in-service training programme for secondary school teachers to broaden their knowledge in assessment skills and qualified teachers should be recruited, supervised, motivated and improved their welfare to get the best result in Nigerian secondary schools.
  • Item
    Assessing teachers’ perspective of challenges militating against implementation of School Based Assessment in South West
    (Department of Science Education, Federal University of Technology Minna., 2016-03) Olutola, A. T.; Daramola, D. S.; Sheu, A. L.
    The study assessed teachers’ perspective of challenges militating against implementation of School Based Assessment (SBA) in South West, Nigeria. The study examines teachers’ assessment skills, supervision, in-service training and laxity on the implementation f school based assessment in Nigerian secondary schools. The survey design was adopted for the study. The population of the study consists of all the secondary school teachers in South West- Western States of Nigeria. Five hundred and seventy-six teachers were randomly drawn from secondary schools in South- Western States of Nigeria. A total number of thirty-two secondary schools were involved in the study. From each of the schools, eighteen teachers were randomly selected to take part in the study. A rating scale titled “Teachers Implementation of School Based Assessment Questionnaire” (TISBAQ) was used to collect data. A Cronbach’s Alpha reliability coefficient of 0.78 was obtained for the instrument. Analysis of data was carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the main challenge faced by teachers in South-Western States in implementing SBA is assessment skills with highest mean, followed by in-service training and supervision while the least challenge was recorded in teachers’ laxity. In addition, significant difference exists in the challenges faced by secondary school teachers in South Western Nigeria on the basis of gender, school location, teaching experience and qualification in implementing SBA. Based on these findings, it was recommended that the governments at all levels should periodically organize in-service training programme for secondary school teachers to broaden their knowledge in assessment skills and qualified teachers should be recruited, supervised, motivated and improved their welfare to get the best result in Nigerian secondary schools.
  • Item
    Assessing teachers’ perspective of challenges militating against implementation of School Based Assessment in South West
    (Department of Science Education, Federal University of Technology Minna., 2016-03) Olutola, A. T.; Daramola, D. S.; Sheu, A. L.
    The study assessed teachers’ perspective of challenges militating against implementation of School Based Assessment (SBA) in South West, Nigeria. The study examines teachers’ assessment skills, supervision, in-service training and laxity on the implementation f school based assessment in Nigerian secondary schools. The survey design was adopted for the study. The population of the study consists of all the secondary school teachers in South West- Western States of Nigeria. Five hundred and seventy-six teachers were randomly drawn from secondary schools in South- Western States of Nigeria. A total number of thirty-two secondary schools were involved in the study. From each of the schools, eighteen teachers were randomly selected to take part in the study. A rating scale titled “Teachers Implementation of School Based Assessment Questionnaire” (TISBAQ) was used to collect data. A Cronbach’s Alpha reliability coefficient of 0.78 was obtained for the instrument. Analysis of data was carried out using mean, t-test and ANOVA statistics at 0.05 alpha level. The result revealed that the main challenge faced by teachers in South-Western States in implementing SBA is assessment skills with highest mean, followed by in-service training and supervision while the least challenge was recorded in teachers’ laxity. In addition, significant difference exists in the challenges faced by secondary school teachers in South Western Nigeria on the basis of gender, school location, teaching experience and qualification in implementing SBA. Based on these findings, it was recommended that the governments at all levels should periodically organize in-service training programme for secondary school teachers to broaden their knowledge in assessment skills and qualified teachers should be recruited, supervised, motivated and improved their welfare to get the best result in Nigerian secondary schools.