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首页> 外文期刊>Journal of Education and Practice >Effect of Formative Classroom Assessment on Students’ Academic Achievement in Junior Secondary School Basic Science in Egor Local Government Area of Edo State, Nigeria
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Effect of Formative Classroom Assessment on Students’ Academic Achievement in Junior Secondary School Basic Science in Egor Local Government Area of Edo State, Nigeria

机译：尼日利亚伊多州埃戈尔地方政府地区初中课堂形成性评估对学生初中基础科学成绩的影响

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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.
机译：该研究调查了形成性课堂评估对江户州埃戈尔地方政府地区初中基础科学学生成绩的影响。该研究采用了测试前，测试后的实验设计。该研究的人群包括所有公立初中二（JSS II）学生，其中有意抽取了80名学生用于研究。基础科学成就测验（BSAT）用于前测和后测。该仪器的内容已通过该领域专家的基础科学老师的验证。通过重测方法确定BSAT的可靠性，得出的可靠性系数为0.70。使用配对样本t检验和独立样本t检验以0.05的显着水平分析收集的数据。调查结果表明，形成性的课堂评估对学生的学习成绩产生了影响，对实验小组有利。从测试前和测试后的差异中发现，形成性课堂评估可以提高学生的学习成绩，有利于测试后;接受形成性课堂评估的男性和女性得分没有显着差异。建议通过定期的形成性课堂评估来改善初中的教学，并给予适当的反馈和补救，以提高学习者的学业成绩。

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