Impacts of instructional evaluation techniques on teaching of upper basic Social Studies in Kwara State
| dc.contributor.author | Olokooba, I. N. | |
| dc.contributor.author | Abdulsalam, A. A. | |
| dc.date.accessioned | 2021-05-27T12:45:35Z | |
| dc.date.available | 2021-05-27T12:45:35Z | |
| dc.date.issued | 2019-12 | |
| dc.description | Published | en_US |
| dc.description.abstract | Evaluation is often used to characterize and appraise subjects of interest and learners at different levels of education purposely to improve the effective teaching and learning of the subjects and determine the performance of the learners. This study examined the impacts of evaluation techniques on effective implementation of upper basic Social Studies curriculum in Kwara State. The specific objectives of this study were to investigate the extent of using as well as the impacts of evaluation techniques on the effective implementation of upper basic Social Studies curriculum. A descriptive survey research design was adopted for the study. The population of the study was all basic students in the state. Three local government were selected using stratified random sampling technique based on senatorial district. Simple random sampling technique was employed to select twenty-five upper basic schools in each local government areas in the state. Purposive sampling technique was used to sample 150 upper basic Social Studies teachers. A questionnaire was used as instrument for data collection. Three research questions were answered. Research questions one and two were answered using frequency and percentage while research question three was answered using mean ranking. The findings of the study showed that questioning, test and assignment were prevalent types of instructional evaluation techniques and frequently used. The techniques have impacts on teaching Social Studies in upper basic schools. Based on the findings, it was recommended that teachers should endeavour to use other instructional evaluation techniques to cater for individual differences among learners in the classroom. | en_US |
| dc.description.sponsorship | Self | en_US |
| dc.identifier.citation | 10. Olokooba, I. N. & Abdulsalam, A. A. (2019). Impacts of instructional evaluation techniques on teaching of upper basic Social Studies in Kwara State. Journal of Educational Research and Development, 7, 179 – 186. Published by Association of Educational Researchers and Evaluators of Nigeria | en_US |
| dc.identifier.issn | 2536-6899 | |
| dc.identifier.uri | https://uilspace.unilorin.edu.ng/handle/20.500.12484/5525 | |
| dc.language.iso | en | en_US |
| dc.publisher | Association of Educational Researchers and Evaluators of Nigeria | en_US |
| dc.relation.ispartofseries | 7;1 | |
| dc.subject | Evaluation techniques | en_US |
| dc.subject | Usage | en_US |
| dc.subject | level of use | en_US |
| dc.subject | Impacts | en_US |
| dc.subject | Social Studies teachers | en_US |
| dc.title | Impacts of instructional evaluation techniques on teaching of upper basic Social Studies in Kwara State | en_US |
| dc.type | Article | en_US |