Effects of peer-assessment skills training on Upper Basic students’ Mathematics achievement in Ilorin, Nigeria
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Date
2017-03
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Publisher
University of Port Harcourt. Available
Abstract
This study investigated the effects of peer-assessment skills training on upper basic students’ mathematics achievement in Ilorin, Nigeria. The study employed a mixed method design with two research questions and three hypotheses generated to guide the study. The target population for the study consisted of all public upper basic schools (JHS) in Ilorin, Nigeria. Simple random sampling technique was applied to select a sample size of 74 upper basic school students. Mathematics Performance Test and Peer Assessment questionnaire were the instruments used for data collection. Analysis of Covariance (ANCOVA) and thematic analysis of the qualitative data were used to test the hypotheses and the research questions respectively. The result of the findings showed that there is significant difference in peer assessment test among participants exposed to the training condition and that of the control groups. However, the study also revealed that there is no significant gender difference in peer assessment among experimental conditions. It is therefore recommended that in teaching mathematics, Peer assessment should be introduced in teaching students in schools and should be part of the curriculum of teaching Mathematics.
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Keywords
Gender, Instructional rubrics, Mathematics and Peer assessment
Citation
Cobbina, A., Daramola, D. S. & Owolabi, H. O. (2017). Effects of peer-assessment skills training on Upper Basic students’ Mathematics achievement in Ilorin, Nigeria. Journal of Education in Developing Areas, Faculty of Education.25,(1); 208-215. Published by University of Port Harcourt.