Browsing by Author "Odili, J.N."
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Nenty, H.J.; Adedoyin, O.O.; Odili, J.N.; Major, T.E. (Academic Journals. http://www.academicjournals.org, April NaN, 2007)[more][less]
Abstract: More than any other of its aspects, assessment plays a central role in determining the quality of education. Quality of primary/basic education (QoE) can be viewed as the extent to which the process of education at the primary education level maximizes desirable outcomes in terms of cognitive, affective and psychomotor behaviour of the learners. Given human resources demand for development in the society some cognitive skills are more desirable than others. Hence education, to meet the skill demand of the society must ensure the development of such desirable skills among learners. Since teachers are the key executors in the processes of ensuring the development of these skills, their perception as to the level to which each of such skills differ in enhancing quality of primary/basic education, and the level to which current assessment practices ensure the development of each of these skills are important in any attempt to contribute solution to the problem of quality in basic education in Africa. The purpose of this study was to determine the extent to which primary school teachers in Botswana and Nigeria perceive the six levels of Bloom’s cognitive behaviour as being different in the extent to which they enhance quality in basic education and the level to which their current classroom assessment practices involve items that measure each of these levels of cognitive behaviour. Survey data from 191 primary school teachers from Gaborone district in Botswana, and 300 similar teachers from Delta State in Nigeria were analysed using repeated measure ANOVA to test related hypotheses. The main finding was that there is a significant discrepancy between the level to which, in the perception of the teachers, each of Bloom’s level of cognitive behaviour enhances quality of education and the level to which their classroom assessment practices are able to provide for the development of such behaviour among learners. The results were discussed and recommendations made on how to enhance quality in primary/basic education through classroom assessment practices. URI: http://hdl.handle.net/10311/589 Files in this item: 1
Nenty_ERR_2007.pdf (973.0Kb) -
Phamotse, I.T.; Nenty, H.J.; Odili, J.N. (IJSRE, http://www.ijsre.com/, November NaN, 2011)[more][less]
Abstract: The study used an inferential survey design in which a validated questionnaire was used to gather and analyze the views and perceptions of a random sample of 146 primary and 102 high school teachers at Qacha’s Nek district in Lesotho. These were with regard to the influence training in assessment has on the availability of skill to carry out effective classroom practices that sustain standards in educational assessment and hence enhance quality of education. The sample was made up of 119 male and 127 female teachers, 103 of theme with certificates 41 with diploma and 102 with bachelor’s degrees. Some 92 of them had 1-5 years of teaching experience, 57 had 6-10 years while 97 of them had above 10 years of such experience. Among them they attended a mean of 0.706 assessment-related workshops. The study involved the use of a face validated sic-option Likert-type questionnaire with two sets of items consisting of: (a) list of assessment skills to which teachers were required to indicate the level to which they possess each of them; a list of classroom assessment practices, which teachers were expected to indicate the frequency to which they applied each of them. A Cronbach alpha analysis gave the alpha coefficient of the instrument as 772 and 764 respectively for the two parts of the instrument. A composite of the number of assessment-related courses taken, and seminars and workshops attended were developed to operationalize each teacher’s level of assessment training. Based on this, 137 of them were found not to have any training in assessment at all, while 73 had a little training and 35 had some training in assessment. URI: http://hdl.handle.net/10311/1130 Files in this item: 1
Nenty_IJSRE_2011.pdf (1.911Mb)
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