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All Journal Dialektika kontemporer Pinisi Journal of Social Science
Voke, Eyetan
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Measuring Learning Outcomes: An Effective Strategy for Evaluation in Secondary School Education in Delta State Voke, Eyetan
Jurnal Ilmu Sosiologi Dialektika Kontemporer Vol 13, No 1 (2025)
Publisher : dialektika kontemporer

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This study examined the extent to which learning outcomes are used as a strategy for evaluating students’ academic performance in secondary schools in Delta State, Nigeria, and identified the major challenges faced by educators and administrators in implementing learning outcome-based evaluation. Using a descriptive survey design, data were collected from 180 respondents comprising teachers and school administrators through a structured questionnaire. Descriptive statistics including means and standard deviations were employed to analyze the extent of learning outcomes’ use and challenges encountered, while a chi-square test was conducted to test the significance of learning outcomes’ usage in student evaluation. Findings revealed that learning outcomes are moderately used to guide the design of assessments, identify student strengths and weaknesses, and communicate evaluation criteria, with respondents acknowledging their importance in improving academic performance evaluations. The chi-square test confirmed a significant use of learning outcomes as an evaluative strategy (χ² = 23.876, p = 0.030). However, challenges such as insufficient instructional resources, heavy teacher workloads, inadequate training, and resistance to change were found to impede effective implementation. Notably, limited support and supervision from school administrators were not perceived as significant obstacles. The study recommends increased provision of teaching materials and assessment tools, enhanced professional development for educators, workload management, and change management initiatives to foster positive attitudes toward learning outcome-based evaluation. Sustained administrative support remains essential to ensure effective adoption and practice. Addressing these challenges will improve evaluation quality and ultimately enhance student academic outcomes in Delta State secondary schools.
The Role of Measurement Tools in Strengthening Evaluation Practices in Educational Settings in the South-South Region of Nigeria Voke, Eyetan
Jurnal Ilmu Sosiologi Dialektika Kontemporer Vol 13, No 2 (2025): Juli – December 2025
Publisher : dialektika kontemporer

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This study examined the use of measurement tools in improving evaluation practices in secondary schools across the South-South region of Nigeria. A descriptive survey design was employed, involving 582 secondary school teachers selected from six states: Akwa Ibom, Bayelsa, Cross River, Delta, Edo, and Rivers. Data were collected using a structured questionnaire addressing the types of tools used and their perceived effectiveness. Results showed that teachers frequently use classroom-based tests and rating scales, while diagnostic and technology-based tools are rarely implemented. A positive correlation (r = 0.674, p < 0.05) was observed between the use of standardized tools and the quality of evaluation. Regression analysis indicated that teacher training significantly influences effective assessment practices (R² = 0.454, p < 0.05). The study recommends sustained capacity-building programs for teachers and increased attention to locally developed assessment tools to improve evaluation reliability and relevance in the region.
The Reliability of the Abstract Aptitude Sub-Scale of the Developed and Validated Aptitude Test for UTME Selection Voke, Eyetan; Ossai, P.A.U
Pinisi Journal of Social Science Vol 4, No 2 (2025): September
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/pjss.v4i2.46052

Abstract

The reliability of aptitude tests is critical for ensuring fair and valid selection of candidates for higher education. This study investigated the reliability of the Abstract Aptitude Sub-Scale of a developed and validated aptitude test for UTME selection in Nigeria. Specifically, the study examined both internal consistency and test–retest reliability of the sub-scale. The research adopted a descriptive survey design and involved a sample of 200 senior secondary school students drawn from public and private schools in Delta State using purposive sampling. Data were collected through the 25-item Abstract Aptitude Sub-Scale and analyzed using Kuder-Richardson Formula 20 (KR-20), Cronbach’s alpha, item-total correlations, and Pearson correlation coefficient for test–retest reliability. Findings revealed that the sub-scale demonstrated high internal consistency, with KR-20 = 0.87 and Cronbach’s alpha = 0.88. Item-total correlations ranged from 0.35 to 0.58, indicating that all items contributed positively to the measurement of abstract reasoning. Additionally, the test–retest reliability was found to be excellent, with Pearson’s r = 0.89 and a low standard error of measurement (SEM = 1.1), demonstrating temporal stability over a two-week interval. These results confirm that the Abstract Aptitude Sub-Scale is a psychometrically sound instrument, capable of consistently and accurately assessing abstract reasoning ability among UTME candidates. The study concludes that the sub-scale is suitable for high-stakes educational assessment and recommends its adoption for national selection purposes, with periodic review to maintain its reliability. Further research is suggested to examine the predictive validity of the sub-scale in relation to academic performance in tertiary institutions.
Co-Authors Ossai, P.A.U