Teacher factors and perceived assessment practices needs of social studies teachers in Cross River State, Nigeria

Abstract

This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification). Subjects who participated in this study were 297 social studies teachers (144 males and 153 females) from 116 secondary schools in the state. Teacher Classroom Assessment Practices Needs Questionnaire (TCANQ) and Teacher Attitude towards social studies Inventory were used for data collection in the study. Cronbach coefficient alpha of .81 and .93 were obtained as estimate of construct validity and internal consistency reliability for the Teacher Classroom Assessment Practices Needs Questionnaire and the Teacher Attitude towards social studies Inventory respectively. Independent t-test, one way analysis of variance and Pearson Product Moment correlation were used to test the hypotheses. Results indicated that gender and teacher qualification significantly influence perceived assessment practices needs of social studies teachers. Significant positive relationship was observed between years of teaching experience and expressed assessment practices needs; and between attitude towards social studies and assessment needs. It was concluded that factors such as years of teaching experience, attitude towards social studies, gender and educational qualification significantly influence social studies teachers perceive priority needs in assessment practices.

Sitting arrangement and malpractice behaviours among higher education test-takers: On educational assessment in Africa

“…Consequently, most African studies continue to focus on different strategies to improve the quality of educational assessment (Beets, 2012;Rosenberg et al, 2018;Serpell & Simatende, 2016;Sireci, 2020). In Sub-Saharan Africa, studies on educational assessment continue to grow in the literature (Anyanwu & Reuben, 2016;Ede et al, 2021;Ekuri et al, 2011;Kahembe & Jackson, 2020;Kyaruzi et al, 2019;Sayed & Kanjee, 2013). The development of assessment systems is becoming a priority among stakeholders to improve the quality of education.…”