EFFECT OF FORMATIVE ASSESSMENT METHOD ON SECONDARY SCHOOL STUDENTS UNDERSTANDING AND ACHIEVEMENT IN THEORY OF COST IN NASARAWA STATE, NIGERIA

Maikudi Kwanza Allahnana, PhD and Dandoka, Ozock
Volume 6 Issue 1

Abstract

This study examined the effect of formative assessment method on secondary school students’ understanding and achievement in Theory of Cost in Nasarawa Local Government Area of Nasarawa State, Nigeria. A quasi-experimental research design involving pre-test and post-test control groups were adopted. The population comprised 5,550 (3752 male and 1798 female) SS II Economics students from 15 public government secondary schools in Nasarawa Local Government Area of Nasarawa State, Nigeria. The sample for this study consist 195 (111 male and 84 female) SS II Economics students using simple random sample technique. The instrument used for data collection was the Theory of Cost Achievement Test (TCAT). Validity index of 0.84 with the reliability index of 0.78 were obtained using content validity and Kuder-Richardson 20. The experimental group was taught using formative assessment method (test), while the control group was taught using the conventional teaching method. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that students taught using formative assessment method had significantly higher mean achievement scores than those taught using the conventional teaching method. The results also showed a significant difference in achievement scores between male and female students taught using formative assessment method. The study concluded that formative assessment method is more effective in improving students’ understanding and achievement in Theory of Cost than the conventional teaching method. Based on the findings, it was recommended that Economics teachers should adopt formative assessment methods to enhance students’ understanding academic achievement and that attention should be given to gender differences in instructional practices to promote equitable learning outcomes. Keywords: Formative Assessment Method, Understanding, Achievement, Test, Theory of Cost.

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