Teachers’ Evaluation Technique and Pupils’ Academic Performance
Abstract
The study examine the influence of teachers’ evaluation technique and pupils’ academic performance in social studies in Eket Local Government Area. Two research questions and two research hypotheses were formulated to guide the study. A survey research design method was adopted in the study. The total population of the study is 2,680 pupils from twenty-eight (28) public primary school in the study area. Simple randomly technique was used to select 120 pupils from six public primary schools in the study area. The instruments used in the study were teachers’ Evaluation Teachers Questionnaire (TETQ), and pupils’ performance test score, while the data obtained was analyzed using independent t-test statistical method. The result revealed that pupils taught with formative and summative assessments had a significant influence on pupils’ academic performance in social studies. Therefore, it was recommended among others that; clearly defined purpose of the assessment evaluation should always make by the teachers.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Classroom evaluation can have a powerful impact on pupil performance and motivation. In his review Crooks (2008) cited evidence that evaluation can provide pupils with knowledge of results and corrective feedback, help pupils monitor their own progress, and influence pupils continuing motivation and their perceptions of their self-efficacy as learners. From a review of 250 articles on classroom assessment, Black and William (2009) reported positive effects of formative evaluation on performance of pupils of all ages and ability levels. They used the term formative evaluation to refer to the evaluation of instruction for the purpose of improving pupils performance, rather than to evaluation of an instructional program for the purpose of improving it during its developmental or formative stage (Scriven, 2007).
Teacher evaluation of pupil work is the most common form of classroom evaluation cited as having positive effects on pupil performance and attitudes. Cardelle-Elawar and Corno (2005) found that elementary school pupil performance and attitudes toward social science improved when their teachers provided written feedback on their homework several times a week. Thomas (2003) reported a positive correlation between the amount of teacher feedback on tests, quizzes and homework assignments and pupil performance in high school mathematics subject. Page (2008) found in his study involving 74 primary school teachers that a brief written comment on objective examinations significantly improved pupil performance when compared to no comment at all.
Teachers’ Evaluation Technique and Pupils’ Academic Performance
Researchers have cited several characteristics of effective teacher evaluation. Pupils should be provided with explicit evaluation criteria and models of good work before they begin working on a learning task (Sadler and Miggings, 2009). Teacher evaluation of performance is most effective when it is specific, directly related to the task, and provides the opportunity for pupils to correct their performance. Also, teacher evaluation should be used initially for formative purposes rather than for assigning a grade.
1.2 Statement of the Problem
The standard of education seems to be falling fast due to perceived low performance of teachers, pupils and other factors. This has resulted to poor performance of pupils in public examinations such as Common Entrance, WAEC, NECO and even JAMB on yearly basis. Finding have supported the fact various teaching factors playing part in measuring pupils achievement have yield the expected significance result analysis. There has been much due and cry about the pupils academic achievement in primary schools.
But poor academic performance is a multi-faceted problem caused by many and varied factors, some see poor performance by pupils as a reflection of perceived falling standard of education in every society while other attribute it to society. But the researcher believed that lack of teachers’ evaluation techniques and pupils’ academic performance in social studies in Eket Local Government Area.
1.3 Purpose of the Study
The purpose of the study was to examine the influence of teachers’ evaluation technique and pupils’ academic performance in social studies in Eket Local Government Area. Specifically, the study seeks to;
- Determine the academic performance of pupils from formative assessment score and those without formative assessment score.
- Find out whether pupils from summative assessment score perform academically better than those without summative assessment score.