Influence of two assessment techniques on attitude to and achievement in economics among adolescents in Ilorin South Local Government Area of Kwara State

Abstract

The traditional approach to assessment simply enables the teachers to arrive at the performance scores of learners without availing them with knowledge of the standard or criteria for grading since the process leaves them passive. It is on this background that this study examined the influence of two assessment techniques on the attitude to and achievement in Economics among adolescents in Ilorin South Local Government Area of Kwara State. The quasi-experimental research design was employed. The Systematic random technique was used to select 300 participants consisting of 100 subjects for each of the three experimental groups in the study. Four hypotheses were raised to direct the study and were tested at 0.05 level of significance. The data for the study were collected using Economics Achievement Test (EAT) items and Economics Attitude Scale (EAS). The instruments had a reliability coefficient of 0.80 and 0.76 . The results disclosed that there is a significant difference in achievement in economics between students who were exposed to Self and Peer-assessment and those in control group. The result also maintained that there is a significant difference in the attitude to Economics among the students who were exposed to Self and Peer-assessment and those in Control groups. It was also found that, there is a significant relationship between the Self-assessment and Peer-assessment group in achievement to learning economics. It was recommended among others that there should be incorporation of rubrics into teaching-learning process and adoption of systematic formative evaluation process for proper integration of peer and self-assessment methods.

Keywords: Influence, Peer- assessment, Self- assessment, Attitude and Achievement