AN INVESTIGATION OF THE IMPACT OF PERIODIC TESTING ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

AN INVESTIGATION OF THE IMPACT OF PERIODIC TESTING ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1 Background Of Study

Every educational system relies on assessment of students’ progress and eventual level of achievement. Formative testing is used in the teaching and learning process by dividing subject matter content or a course into smaller hierarchical units for instruction; specifying objectives for each unit; designing and administering validated formative tests; providing group-based remediation in areas where students are deficient before moving on to the next unit; and finally, administering a summative test at the end of all units (Kolawole, 2010). According to Ajogbeje (2010), breaking down a subject or course into smaller units allows students to better prepare for periodic tests. Furthermore, these periodic tests encourage students to become more interested in and committed to the teaching-learning process, resulting in improved performance. As a result, the

Frequent assessment of students’ skills, as required by the “6-3-3-4” educational system, aids greatly in determining students’ performance and may also be used to promote learning. According to Alonge (2004), the goal of administering tests and other assessment instruments throughout the instructional process is to guide, direct, and monitor students’ learning and progress toward course objectives. Furthermore, teachers and students cannot function effectively or efficiently without accurate information about a student’s current achievement and progress toward achieving instructional goals. Thus, periodic tests, also known as continuous assessment tests, are designed to mitigate the potentially disastrous consequences of a single test (summative test), which is typically administered at the end of a course of study (Kolawole, 2010).

Furthermore, there are several aspects of continuous assessment that The frequency with which teacher-learner achievements are reported, the emphasis on providing immediate feedback on results in the teaching-learning situation, and the requirement that the results of these in-course assessments be combined with those of terminal assessments when affecting the individual learner’s final output are all critical to teaching-learning outcomes. According to Bardwell (1981), feedback is information provided by a teacher to a student regarding his or her performance on a specific assignment or exam. He went on to say that when such information is presented, the student becomes more aware of his or her abilities and may even develop a different view of himself or herself. In studies, feedback has been shown to provide both reinforcement and corrective information (Gronlund & Linn, 1990). (Bardwell, Gronlund and Linn, 1990). In light of this, Ajogbeje (2012a) stated that providing students with feedback on their test results or performance was part of the formative assessment process. There are two situations in which feedback does not perform its facilitative function, according to Kulharvy (1977). To begin, if the learner has access to feedback prior to responding, and secondly, if the content being studied is extremely difficult for the learner. He went on to say that in the absence of these conditions, one can infer that studies based on both theories agree that performance feedback aids in confirming accurate responses as well as identifying and correcting mistakes. This corrective role is almost certainly the most important aspect of feedback, and if given the choice, feedback after incorrect feedback

Responses would almost certainly have the greatest positive impact. As a result, feedback was used in this study to effect correction and reinforce students’ learning.

Analyzing the benefits and drawbacks of any particular testing procedure is a great way to start a conversation among educators. In an era of unprecedented change in the educational landscape, curriculum innovations, novel methods of teaching and assessment, and a focus on process improvement have all contributed to the development of a learning-centered environment (Ramaley & Leskes, 2002).

Furthermore, the expansion of distance education and the availability of genuine online degree and certification programs has increased student interest and motivation. There has also been an increase in testing methodologies, addressing learning objectives, and evaluating.

In this dynamic educational environment, student performance is essential (Yang & Cornelious, 2005). These realities, combined with the unavoidable transition from traditional pencil-and-paper exams to computer-mediated exams, have prompted authors to investigate a variety of new testing protocols, such as test anxiety, preparation, and students’ perceptions of various exam modes (Alltizer & Clausen, 2008). Cheating and plagiarism are frequently concerns with alternative educational systems (Damast, 2007), and debate on how to address them (Williams, 2006) continues. These transformational demands have also prompted educators to look into various opportunities for improvement, such as testing, assessment, and learning assurance. We believe that reviewing open-book exams and making the results available will encourage educators to conduct research and identify opportunities for educational process improvement.’

1.2

1.2 Statement of the Issue

According to Ajogbeje (2010), breaking down a subject or course into smaller units allows students to better prepare for periodic tests. Furthermore, these periodic tests encourage students to become more interested in and committed to the teaching-learning process, resulting in improved performance. Thus, this research is motivated by secondary school students’ inadequacy in certain subjects as a result of the method used to teach such subjects. Second, the majority of research has focused on alternative teaching methods, but not a single study has examined the effect of periodic testing on secondary school students’ academic performance.

1.3 Learning Objectives

The overall goal of this study is to critically examine the impact of periodic testing on academic performance.

Secondary school students’ performance. As a result, the research will be focused on the following specific goals:

1. Determine whether or not periodic testing improves students’ study habits.

2. Determine whether periodic testing improves student comprehension during the teaching process.

3. Determine whether there is a statistically significant relationship between periodic testing method and improved academic performance.

4. Determine whether there is a significant difference in student academic performance using the periodic testing method versus another teaching method.

1.4 Research Issues

The following questions will guide the research:

1) Does regular testing improve students’ study habits?

2) Does regular testing improve student comprehension during the teaching process?

3) Is there a significance relationship between periodic testing method and improved academic performance and periodic testing method?

Is there a significant difference in student academic performance between the periodic testing method and other teaching methods?

1.5 Importance Of Research

The study on the effect of periodic testing on student academic achievement in senior secondary schools studying economics will be extremely beneficial to all secondary schools in Illorin. The findings will reveal the factors influencing the periodical testing method of teaching and will also educate teachers to use other methods of teaching to improve the academic achievement of economics students. Finally, the study will add to the body of existing literature and knowledge in this field of study and serve as a foundation for future research.

1.6 Field of Study

This study is designed to look at the overall impact.

Secondary school students’ academic performance is subjected to periodic testing. However, the research will continue.

Determine whether periodic testing improves students’ study habits, whether periodic testing improves students’ comprehension in the teaching process, whether there is a significant relationship between periodic testing method and improved academic performance, and whether there is a significant difference between students’ academic performance under periodic testing method and other teaching methods.

The research will be limited to a few secondary schools in Illorin, Kwara State.

1.7 Study Restrictions

The researcher encountered minor constraints while conducting the study, as with any human endeavor. Inadequate funds tend to impede the researcher’s efficiency in locating relevant materials, literature, and data.