Effect of formative assessment on academic achievement of postgraduate students in advanced educational statistics in public universities in southeast, Nigeria
Nkechi PM Esomonu, Chukwuemeka B Ikeanumba
Advanced Educational Statistics is one of the important courses taught in higher institutions in Nigeria, which has witnessed poor academic achievements by students. Educators are faced with the need to look out for innovative assessment techniques that will enhance learning and bring about improved academic achievement. This study investigated the effect of formative assessment on the academic achievement of postgraduate students in Advanced Educational Statistics, as well as how its effect varies across gender. Two research questions guided the study and two hypotheses were tested. A quasi-experimental, non-equivalent control group design was utilized in the investigation. The population consist of 1,367 postgraduate students of all government owned universities in South East offering Advanced Educational Statistics at the postgraduate levels for the 2018/2019 academic session. A sample of 122 postgraduate students from Nnamdi Azikiwe University, Awka, Anambra State and 112 postgraduate students from University of Nigeria Nsukka, Enugu State were purposively selected. Advanced Educational Statistics Achievement Test (AESAT) was the instrument used for data collection. This instrument was validated by three experts and tested for reliability. A reliability coefficient of 0.82 was obtained using test re-test. Mean was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study showed a significant effect of formative assessment on students’ academic achievement in Advanced Educational Statistics. The findings also indicated that both male and female students’ academic achievement was enhanced equally. With the use of formative assessment a there was no significant difference the mean performance of male and female students. This study has revealed that formative assessment method of teaching and learning had a lot of significant effect on the students’ achievement in postgraduate students’ subjects such as Advanced Educational Statistics. In fact, formative assessment has demonstrated its effectiveness in increasing meaningful learning in Advanced Educational Statistics because it is an activity-oriented method which involved assimilation of previous knowledge by learners, checking and assessing individual academic confidence level at every new stage or units in knowledge never leaving a stone unturned.