Empirically investigated in this study is the effect feedback with remediation has on academic achievement in quantitative economics among students’ of secondary school. The design of the study was quasi experimental. 164 Senior Secondary 3 (SS3) students offering economics in the three co-educational schools consisted of the study sample. The three schools were purposely selected from Nnewi Education Zone of Anambra State in Nigeria and allocated to 2 experimental groups and 1 control group. Students’ responses to two instruments titled Diagnostic Quantitative Economics Skill Test (DQEST) and Test of Achievement in Quantitative Economics (TAQE) constituted relevant data used in the study. ANCOVA was used for data analysis. Results show that feedback with remediation has a significant effect in enhancing students’ achievement in quantitative economics. Nevertheless, gender and treatments did not interact to influence achievement in quantitative economics. Teachers need to focus not just on continuous testing but going further to assist students using feedback with remediation on any type of test given to them.

Investigated in this study were the effects of Computer Based Test (CBT) and Paper and Pencil Tests (PPT) on Secondary School (SS) students’ academic achievement and test anxiety in Economics. The pretest-posttest non-randomized control group design was used as the research design. The study was done in Asaba, Delta State, Nigeria. All Senior Secondary II (SSII) students who offered Economics comprised the study’s population. 107 SS II students were selected as the sample. Two instruments - Economics Achievement Test (EAT) and Test Anxiety Inventory (TAI) were used for data collection. Both EAT and TAI were validated by the experts. The reliability coefficients of the instruments were .95 and .68, respectively. The data collected were analyzed using mean statistics to answer two research questions, whereas two formulated null hypotheses were tested at a .05 level of significance using ANCOVA. The findings of the study indicated that students’ mean achievement scores in PPT were slightly higher than students’ mean achievement scores in CBT and the students’ mean achievement scores were significantly different. Students in PPT exhibited greater test anxiety than their counterparts in CBT, even though the difference in the mean test anxiety scores of students in CBT and PPT was not significant. Based on the findings, the researchers recommended, among others, that the Federal Government should make and implement policies to mandate senior secondary students to use PPT for all internal assessments in various subjects in the country.

Economics achievement test (EAT) for assessing senior secondary two (SS2) achievement in economics was developed and validated in the study. Five research questions guided the study. Twenty and 100 mid-senior secondary (SS2) economics students was used for the pilot testing and reliability check respectively. A sample of 250 students randomly drawn was used to subject initial 80 objective test items for the test try-out that yielded the data for item analysis. 50 items with difficulty indices ranged from 0.25 to 0.79 and discrimination indices of 0.20 to 0.58 where retained. Face and content validation of EAT was ensured by constructing items in line with the test blue print, the use of subject experts in SS2 economics and two experts in test construction. The test reliability established through Kuder-Richardson formula 20 gave a coefficient of 0.81. The test was found to be of good quality, valid and highly reliable. The EAT is therefore recommended for use in assessing SS2 students' achievement in economics and to determine/predict students that will do well in economics in their final class (SS3) as well as those that will have good performance in economics external examinations (WAEC and NECO).

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Successful implementation of continuous assessment in schools depends on effective and efficient use of a variety of assessment techniques to determine students' learning outcomes. Among these various techniques are the peer assessment technique (PAT), teacher assessment technique (TAT) among others. This study examined relative effectiveness of PAT in enhancing secondary school students' academic achievement and interest in Economics. Six research questions and six null hypotheses guided the study. The study adopted a quasiexperimental research design. 1,750 SS II students in twelve (12) secondary schools in Delta North Education Zone (Ministry of Education, Exams and Standard, Asaba) comprised the population of the study. The sample of this study comprised 107 (49 males and 58 females) SSII students who offered Economics from two co-educational secondary schools in Oshimili South Local Government Area, Delta North Education Zone of Delta State. The instruments for data collection were Economics Achievement Test (EAT) and Economics Interest Inventory (EII). The EAT and EII were validated by subject specialists and measurement and evaluation experts. The reliability coefficients of EAT and EII were 0.95 and 0.81 respectively. Mean and standard deviation were used to answer the research questions.Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings revealed among others that the mean achievement scores of students exposed to TAT is higher than that of those exposed to PAT and the difference in their mean achievement scores is significant. Students exposed to TAT have more interest than those exposed to PAT but the difference in their mean interest scores is not significant. Based on the findings, the study recommended among others that secondary school authorities should use only TAT for assessment of secondary school students' academic achievement in all secondary schools.