MEASURES OF SCIENCE TEACHERS' AWARENESS AND UTILIZATION OF ASSESSMENT MODES IN CLASSROOM LEARNING IN ONDO STATE, NIGERIA

Abstract

This study investigated the level of science teachers' awareness and utilization of assessment modes in classroom learning in Akoko Zones of Ondo State, Nigeria. A sample of eighty science teachers were selected from secondary schools in Akoko North East, Akoko NorthWest, Akoko South East and Akoko South West Local Government Areas using stratified random sampling techniques. Data were collected using a selfdeveloped questionnaire tagged “Science Teachers Awareness and Utilization of Assessment Modes Questionnaire, STAUAMQ”, which has a reliability coefficient of 0.87. The data obtained were coded and subjected to statistical analysis using the frequency counts, percentages, means and Chi-Square.The results showed that out of sixteen selected assessment modes, most of the science teachers were moderately aware (24.65%) of, but rarely used (37.55%) the assessment modes in secondary school classrooms. The results also showed no significant relationship in science teachers' level of awareness (gender: 2 2 x (1,80)=.50, p<.05 & experience: x (1,80)=.37, p<.05) and utilization (gender: x2(1,80)=.43, p<.05 & 2 experience:x (1,80)=.38, p<.05) of the assessment modes based on gender and years of teaching experience. It was recommended among others that science teachers should be re-orientated on choice and utilization of appropriate assessment tools in the classroom in developing higher order thinking skills and in overcoming challenges of admission into tertiary institutions.