Impact of Systematic Assessment of Instruction on Secondary School Students’ Physics Achievement at Cognitive Level of Knowledge

Authors

  • Femi Adetunji Adeoye National Open University of Nigeria

DOI:

https://doi.org/10.51724/ijpce.v2i1.182

Keywords:

Systematic Assessment, Achievement, Cognitive Style, Knowledge, Physics

Abstract

The study examined empirically the impact of systematic and unsystematic assessment of instructions, cognitive style and gender on knowledge of physics concepts among Senior Secondary Two (SS II) Students in Lagos Island Local Government Area of Lagos State, Nigeria. It made use of 120 secondary school two (SS II) students (72 males and 48 females) in a pretest-posttest non-randomized control group design in which treatment systematic assessment at two levels was crossed with two levels of cognitive style and gender. Data analysis involved analysis of covariance and graphical illustration as post-hoc measures. The results indicate that allowing systematic attributes of continuous assessment (CASS) to come into play in physics teaching has significant effect on remembering of physics concepts across all the students’ cognitive style-gender groupings. The results also indicate a significant gender-group (in support of females) in remembering of physics concepts. These results show the need for secondary school physics teachers to bring in systematic characteristic of CASS into the assessment of physics teaching. The teachers should also be more patient with male students since their knowledge of physics concepts is significantly lower than that of their female counterparts.

References

Adeniyi, E. O. (1996). The influence of cultural and gender factors in science understanding of science content. Paper presented at the 37th Annual Conference of the Science Teachers Association of Nigeria in Akwa Ibom State, 12–17 August.

Adeoye, F. A. (1998). Assessment procedure, cognitive style and gender as determinants of performance in hierarchical cognitive tasks in physics. A paper presented at the Institute of Education Staff Seminar.

Adeoye, F. A. (2000). Assessment procedure, cognitive style and gender as determinants of students performance in hierarchical cognitive tasks in physics. Unpublished Ph.D. Thesis, University of Ibadan, Ibadan, Nigeria.

Aghadiuno, M. C. K. (1992). A path-analytic study of cognitive style, understanding of Science and attitudinal variables as correlates of achievement in secondary school Chemistry. Unpublished Ph.D Thesis, University of Ibadan, Ibadan, Nigeria.

Balogun, T. A. (1994). Gender issues in the teaching of Science, Technology & Mathematics. In S. Y. Erinosho (ed) Perspectives on women in science and Technology in Nigeria. Nigeria: Sam Bookman educational and Communication Services. 47–51.

Balogun, T. A. and Olanrewaju, A. O. (1985). The effects of instructional objectives and hierarchically organized learning tasks on students’ problem solving skills. Journal of Science Teachers Association of Nigeria. 23(1&2), 191–198.

Deboer, G. E. (1986). Perceived science ability as a factor in the course selection of men and women in College. Journal of Research in Science and Technology. 23(4), 343–352.

Federal Government of Nigeria (FGN) (1998). National Policy on Education, 3rd edition, (Nigeria: NERDC Publications)

German, P. J. (1988). Development of attitude towards science in school assessment. Journal of Research in Science Teaching. 28(8), 689–703.

Hurd, P. D. (1983). State of pre-college education in science and Mathematics. Science Education. 227–234.

Iloputaife, E. C. & Nworgu, B. G. (2003). Analysis of restructuring alternative concepts of physics students using analog and a five-step-conceptual change instructional models. In M.A.G. Akale (Ed), from Science, Technology and Mathematics Education for Sustainable Development in Africa (Ibadan–Nigeria, Science Teachers Association of Nigeria Publications), 405–408.

Kelly, A. (1981). Science achievement as an aspect of sex roles. In Kelly, (Ed.) from the Missing Half: Girls and Science Education (Manchester: Manchester University Press), 73–84.

Messick, S. (1970). The criterion problems in the evaluation of instruction assessing possible not just intended outcomes. In Wittrock, M.C. and Wiley, D. (eds), The Evaluation of Instruction: Issues and Problems. New York: Holt, Rinehart and Winston.

Moss, A. & Sigel, I. E. (1963). Cognitive style implication for learning and instructions. Psychology in School, (8), 152–161.

Obe, E. O. (1983). A survey of the attitudes of some Lagos secondary school teachers towards continuous assessment. Journal of Research in Curriculum, 1(1), 9–16.

Obioha, N. E. (1987). Declining trends in students’ choice of science and technology. 28th Science Teachers Association of Nigeria Annual Conference Proceedings, 16–24.

Ojerinde, B. and Falayajo, W. (1984.) Continuous Assessment a New Approach. University Press Ltd. Ibadan, 1–7.

Okpala, N. P. and Onocha, C. O. (1994). Teacher assessment of a new physics curriculum for Nigeria Secondary schools. Olumo Journal of Education, 1(2), 35–40.

Okpala, N. P. & Onocha, C. O. (1995) The effects of systematic assessment of procedures on students achievement in Mathematics and science subjects. UNESCO-AFRICAN (A Six-Monthly Journal of the Dakar UNESCO Regional Office in Africa), (10), 55–6.

Onocha, C. O.; Okpala, N.P. and Offorma, G. (1995). Education of Women and girl’s study of equity in eastern Nigeria. A study commissioned by the Regional Office of UNESCO/BREDA in Africa, Dakar, Senegal.

Orji, A. B. C. (1998). Effects of problem-solving and concept-mapping instructional strategies on students’ learning outcomes in physics. Unpublished Ph.D. thesis, University of Ibadan, Ibadan.

Onwioduokit, F. A. (1998). Communicating physics through materials: a case study of Akwa Ibom State Government Science Colleges. In A. O. Olarewaju (Ed), Communicating Science, Technology and Mathematics. (Ibadan–Nigeria, Science Teachers Association of Nigeria publications), 283–287.

Shymansky, J. & Yore, L. (1980). A study of teaching strategies, cognitive development and cognitive style as they relate to students achievement in science Journal of Research in Science Teaching, 17(5), 369-382.

Ughamadu, K. A. (1990). Interactive effect of formative testing and cognitive style on students’ learning outcome in senior secondary school chemistry. Unpublished Ph.D. thesis, University of Ibadan, Ibadan.

Downloads

Published

02/16/2021

How to Cite

Adeoye, F. A. (2021). Impact of Systematic Assessment of Instruction on Secondary School Students’ Physics Achievement at Cognitive Level of Knowledge. International Journal of Physics &Amp; Chemistry Education, 2(1), 44–52. https://doi.org/10.51724/ijpce.v2i1.182