Effects of Direct Observational Assessment Technique on Students’ Interest and Achievement in Secondary School Practical Chemistry

Abstract

This study was designed to determine the effects of direct observational assessment technique on senior secondary three (SSIII) chemistry  students’ interest and achievement in practical chemistry. The study adopted a quasi – experimental pre-test post–test non – equivalent control group design. A sample size of 92 SSIII chemistry students from two secondary schools was drawn from the study area – Uyo municipality of Akwa Ibom State of Nigeria. The two schools were randomly assigned to experimental and control groups. The treatment group was assessed using direct observational assessment technique while the control group was assessed using the conventional assessment technique (pencil and paper). The instruments used for data collection were practical chemistry achievement test (PCAT) adopted from past WAEC questions and Chemistry Practical Activities Interest Scale (CPAIS) adapted from Njoku (2003) with a reliability coefficient of 0.98. Analysis of covariance was employed to test the two hypotheses at 0.05 level of significance. The result of the study showed that direct observational assessment technique improved the interest and achievement of the students assessed by direct observational assessment technique but not conventional paper and pencil assessment technique. It was recommended among other things that examination bodies like WAEC and NECO should employ this assessment technique in assessing practical work.