Benue State University, Makurdi

EFFECTS OF TEACHERS’ CLASSROOM ASSESSMENT ON CURRICULUM IMPROVEMENT IN SECONDARY SCHOOLS IN KOGI STATE

Okolo, Joseph A. (Ph.D)
Department of Educational Foundation, Kogi State University, Ayingba.

Enefu, Samuel M. (Ph.D)
Department of Educational Foundation, Kogi State University, Ayingba.

Obaka Phebe
Department of Educational Foundation, Kogi State University, Ayingba.

Ogwu Hannah (Ph.D)
Department of Educational Foundation, Kogi State University, Ayingba.

Abstract

This paper investigated the extent of teacher classroom assessment on curriculum improvement in the West and Central Education District of Kogi State. The design adopted in this study was descriptive survey. Two research questions and two null hypotheses were formulated to guide the study. The population of the study was three hundred and forty two (342) male and female teachers from 22 schools. Purposive sampling technique was adopted to use all 342 teachers. This was due to the fewness of the population size. The instrument for data collection was a questionnaire containing 20 items. The instrument was properly validated by two experts in Educational Foundations and one from Measurement and Evaluation all of Kogi State University, Anyigba. The validated version of the instrument was trial tested to ascertain the reliability of the instrument using Cronbach’s Alpha reliability coefficient. The internal coefficient of 0.73 and 0.79 for clusters 1 and 2 were obtained. The overall reliability was 0.77 which indicated that the instrument was reliable. Mean and standard deviation were used to answer research questions while t-test was used to test the null hypotheses at 0.05 level of significance. The criterion value was determined by the application of limit of real numbers: VGE 3.50-4.00, GE 2.50-3.00, LE 1.50-2.00 and VLE 50-1.00. The major findings revealed that: Classroom assessment methods if properly adopted are responsible for curriculum improvement. Social/ethical issues involved in classroom assessment engenders curriculum improvement. Base on the findings of the study, it was recommended among others that secondary school principals should be that which stands by the teacher in his or her instructional task performance, that school authorities should make room for monitoring and feedback for stakeholders of students’ progress, that school-based assessment component should be established, that teaching and learning resources be provided to avert difficulties to teachers and reduction of class size to solve the problem of overload for teachers who are required to mark and keep records of progress of all learners.

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