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Assessing Teachers’ Formative Evaluation Strategy as Related to Senior Secondary School Students’ Achievement in Mathematics

Adeneye Olarewaju A. Awofala(1), Afolabi Oladayo Olaniyi(2),


(1) University of Lagos
(2) YABA College of Technology
Corresponding Author

Abstract


The study investigated mathematics teachers’ formative evaluation strategy as related to achievement in mathematics among 500 Nigerian senior secondary school students and 10 teachers from 10 senior secondary schools in Lagos using the quantitative research method within the blueprint of a pretest-posttest experimental research design. Treatment only contributed 4.4% to the prediction of achievement in mathematics of senior secondary school students. Gender alone contributed 1.2% to the prediction of achievement in mathematics of senior secondary school students. Based on this study, education planners at the secondary school level should develop a policy of education whereby a formative evaluation strategy should be officially recognized as a strategy to buffer students’ achievement in mathematics at the secondary school level. Mathematics teachers in particular and teachers generally should adopt a continuous formative evaluation strategy that ensures that students are encouraged to learn and be themselves through the test–feedback cycle until they are confident in themselves to learn.

Keywords


Achievement in mathematics; Formative evaluation strategy; Senior secondary school

References


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