Content coverage and scorers' reliability of continuous assessment of secondary school economics in Osun State. Obafemi Awolowo University.

Olagunju, Ruth Jumoke (2021)

xiv,113 P

Thesis

Thesis

The study determined the content coverage of continuous assessment (CA) in the cognitive, affective and psychomotor domains of learning in senior secondary school Economics in Osun State. It established the scorer’s reliability of CA in senior secondary school Economics. Also, the study ascertained gender difference in scorer’s reliability of CA of senior secondary school Economics. These were with a view to providing information on the content coverage and scorers’ reliability of continuous assessment of senior secondary school Economics in Osun State. The study adopted descriptive survey research design. The study population consisted of 31,531 public senior secondary school two students and 463 Economics teachers in Osun State. There were 121 public senior secondary schools in Osun State. The sample size of 540 Economics students in Senior Secondary Two (SS II) and 36 Economics teachers were selected. From each of the three senatorial districts of the state, two Local Government Areas (LGAs) were selected using simple random sampling technique. The second stage involved the selection of three senior secondary schools from each Local Government Area (LGA) using simple random sampling technique (making a total of 18 schools) and from each school, 30 Economics students of senior secondary two (SS II) were selected using simple random sampling technique (making a total of 540 students). Out of the selected students, 30 students were drawn from a school using simple random sampling technique to establish the scorers’ reliability of continuous assessment. Finally, two Economics teachers were selected from each school using purposive sampling technique (making a total of 36 teachers); this technique was used because they are the target for the study based on their area of specialisation. Three instruments were used to collect data from the respondents. An instrument titled “Economics Content Coverage by School Continuous Assessment Pro-forma” (ECCSCAP) designed for the respondents (teachers and students) and instruments titled “Economics Achievement Test” (EAT) that teachers had constructed in the first and second term examinations of 2018/2019 academic session in SS II Economics. The data collected were analysed using frequency counts, percentages, content analysis, Pearson Product Moment Correlation statistic (PPMC) and t-test. The results indicated that the items constructed by the teachers had a perfect coefficient of 1.00 of the content coverage. It showed that 99.3% of the items constructed by the teacher’s covered cognitive domain, 0.7 % covered for psychomotor domain while affective domain was not assessed by the teachers. The responses to questionnaire on the content areas covered by continuous assessment showed that teachers assessed the students in the three domains but mainly on cognitive domain, paying less attention to the affective and the psychomotor domains. The results also showed that the reliability coefficient fluctuated and varied across schools (‘very high’ reliability = 0.978, ‘high’ reliability ranged from 0.729 to 0.904, ‘moderate’ ranged from 0.468 to 0.678 and ‘low’ reliability was 0.372 using Guildford’s Rule of Thumb). Results further showed that there was no significant gender (males and females) difference in scorers’ reliability of continuous assessment of senior secondary school Economics (t = 0.618, df = 34, p > 0.05). This implied that the difference in gender scorers’ reliability on CA in Economics was not significantly different. The study concluded that Economics items possessed good content coverage and the inter-scorers reliability of the Continuous Assessment test varied across schools.