An Appraisal of Frequency of Testing And Students' Performance In Junior Secondary School Social Studies Certificate Examination

Abstract

This research attempts to appraise frequency of testing as it affects students' performances in Junior Secondary School (JSS) Social Studies examination. The results of the finding revealed a statistical significant difference (using the z-test) in the performances of the students based on such variables as frequently tested versus non-frequently tested students, urban versus rural schools, students with quick feedback on tests versus their counterparts without quick feedback. The researcher therefore recommends regular classroom tests, small class size and periods per teacher, quick feedback on tests and regular monitoring of progressive tests as the ways to improve learning outcomes.


IFE PsychologIA Vol 9, No 2 September 2001, pp. 152-158