http://hdl.handle.net/123456789/2084 2026-04-04T08:43:43Z 2026-04-04T08:43:43Z OGUNRINDE, Hannah Bosede http://hdl.handle.net/123456789/2085 2024-04-25T16:03:01Z 2023-06-01T00:00:00Z

EFFECTS OF TECHNOLOGY- ENABLED ASSESSMENT FOR LEARNING PACKAGES ON JUNIOR SECONDARY SCHOOL STUDENTS’ ATTITUDE TO AND ACHIEVEMENT IN BASIC SCIENCE IN IBADAN, NIGERIA OGUNRINDE, Hannah Bosede The performance of students in Basic Science in junior secondary schools in Ibadan is poor due to inappropriate instructional strategies used by the teachers. Previous studies focused largely on effects of several teaching methodologies that are instructional based on students’ Basic Science performance without considering the use of technologyenabled assessment approach that offers opportunities to the students to learn at their own paces. Therefore, this study was designed to investigate the effects of two TechnologyEnabled Assessment for Learning Packages [Feedback, and Feedback and Remediation (FR) on students’ attitude to and achievement in Basic Science in JSS in Ibadan. Moderating effects of gender and Social Economic Background (SEB) were also examined. The study was anchored to constructivist (John Dewey) and behaviourist (Ivan Pavlov) learning theories. Pretest-posttest control quasi-experimental design using 3x2x3 factorial matrix was adopted. Three co-educational schools were randomly selected from each of the two existing educational zones in Ibadan city. Two schools were randomly assigned to each of the experiment (FR, feedback) and control groups. Twenty–five students were randomly selected in each of the six schools making 150 participants. Since intact classes were not used, remaining students were taught same topics by their teachers in the selected schools. Basic Science Attitudinal (r=0.73), Basic Science Achievement Test (r=0.79), and Social Economic Background Scales (r=0.75) were used as instruments. Data were analysed using Analysis of Covariance at α = 0.05. There was a significant main effect of treatment on students’ attitude to Basic science (BS) F (2, 131) = 143.2, η2= 0.70. The FR group had highest x̅= 56.67, those in feedback group hadx̅ = 51.13, while control had x̅ =25.66 on attitude of students to BS. Also, there was a significant main effect of treatment on students’ achievement in BS (F (2,131) = 294.4η2 = 0.82). The FR group had highest x̅ =82.30, followed by those in feedback group (x̅ = 63.04), while control had x̅= 32.10 on achievement of students in BS.Gender and SEB had no significant main effect on students’ attitude to BS. Meanwhile, males had a higher x̅ =45.70, while females had (x̅= 43.30 on attitude to BS. Students from high SEB had highestx̅ = 45.20, moderate SEB had x̅ = 44.70 while low SEB had x̅= 43.60. Gender and SEB also, had no significant main effect on student’s achievement in BS. However, males had higher mean score (x̅= 60.86), while females had x̅= 57.43 in BS achievement. Students from high SEB had highest x̅= 61.81, low SEB had x̅=58.49, while moderate SEB had x̅ = 57.13. There was no significant interaction effect of any pair of independent and moderating variables on achievement and attitude. The Technology-Enabled Assessment for Learning Package of feedback and remediation type enhanced attitude to and achievement in Basic Science among Junior Secondary School students in Ibadan. Basic Science teachers should make use of TechnologyEnabled Assessment packages in teaching the subject.

2023-06-01T00:00:00Z