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All Journal Indonesian Journal of Teaching in Science Inornatus: Biology Education Journal
Awosika, Opeyemi Fadekemi
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Environmental Science Mathematics Social Sciences Other

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School-Based Assessment in Secondary School Science Learning: Teachers’ Perspective Nwafor, Stephen Chinedu; Awosika, Opeyemi Fadekemi; Okoye, Grace Nwakaego
Indonesian Journal of Teaching in Science Vol 4, No 1 (2024): IJOTIS: March 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijotis.v4i1.68019

Abstract

The study established the teachers' viewpoints on school-based assessment of secondary school science instruction in Anambra State, Nigeria. The research used a descriptive survey methodology. The 158 science teachers employed by the 32 public secondary schools in the Onitsha Education Zone of Anambra State made up the population of the study. Two of the three Local Government Areas of the Zone were chosen using the purposeful sampling technique, and the sample size was all 158 science teachers. "Questionnaire on Teachers Perception of the Use of Different Types of School Based Assessment in Teaching and Learning of Science in Secondary Schools" was a data collection tool created by researchers. It was validated, and Cronbach's alpha formula was used to determine its overall reliability, which was 0.71. For data analysis, mean and standard deviation were employed. According to the study's conclusions, science teachers in secondary schools use formative assessment in the teaching and learning of science courses to a moderate extent. Additionally, summative assessment is highly utilized in the teaching and learning of science subjects in secondary schools by science teachers, as opposed to diagnostic assessment, which is mostly underutilized (low extent). As a result, it was suggested, among other things, that science teachers be encouraged to utilize the many forms of school-based assessment for efficient science teaching and learning.
Examining of crossover instructional strategy toward biology students' academic performance in secondary schools Nwuba, Izunna Shedrack; Egwu, Sussan Onyebuchi; Awosika, Opeyemi Fadekemi; Osuafor, Abigail Mgboyibo
Inornatus: Biology Education Journal Vol. 3 No. 2 (2023): Inornatus: Biology Education Journal
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/inornatus.v3i2.420

Abstract

The study investigated how the crossover instructional strategy (CIS) affected secondary school students' biology academic performance in Onitsha Education zone. The non-randomized control group design, a quasi-experimental research strategy, was used in the study. A multi-stage sampling technique was used to choose 52 Senior Secondary Year Two (SS2) students (21 boys and 31 girls) from the 5,132 biology students in the zone. A coin toss was used to assign the sampled students, who were enrolled in two intact classes, to the control (10 males and 15 girls) or experimental (11 boys and 16 girls) groups at random. The researchers created a 50-item biology achievement test (BAT), which has a reliability coefficient of 0.81. The results demonstrated that CIS increased biology students' academic success more than the Conventional Lecture Method (CLM). Biology student academic achievement was unaffected by gender either alone or in combination with the teaching strategies. The research found that CIS is a cutting-edge educational strategy that actively involves students in the learning process in both formal and informal settings, helping them retain biology concepts and ultimately improve their academic performance. In accordance with the findings, the study recommended that biology teachers implement CIS in schools to improve students' biology achievement.
Co-Authors EGWU, Sussan Onyebuchi Nwafor, Stephen Chinedu Nwuba, Izunna Shedrack Okoye, Grace Nwakaego Osuafor, Abigail Mgboyibo