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VOL. 9, ISSUE 2 (2024)
Effect of timing dimension of assessment feedback on secondary school students’ self-efficacy and academic achievement in mathematics in Anambra State
Authors
C Anachunam, N N Agu
Abstract
The purpose of the study was to investigate the effect of timing
dimension of assessment feedback on secondary school students’ self-efficacy
and academic achievement in Mathematics in Anambra State. Quasi-experimental
research design was used for the study. The population of the study consisted
of the 10, 436 public senior secondary school two (SS 2) students in the six
education zones in Anambra State. The sample of study consisted of 75 SS 2
students drawn through simple random sampling technique and purposive sampling
technique. Mathematics Achievement Test (MAT) and Mathematics Self-Efficacy
Questionnaire (MSEQ) were used to collect data for the study. MAT and MSEQ were
validated by five experts. The reliabilities of MAT and MSEQ were established
using inter-rater/scorer and Cronbach Alpha Statistics for MAT and MSEQ
respectively. Coefficients of 0.84 and 0.71 were respectively obtained for MAT
and MSEQ. Data collected were analyzed using mean, standard deviation, and
MACOVA. The findings of the study revealed that secondary school students
exposed to delayed feedback had higher mean achievement score than those
exposed to immediate feedback in Mathematics. Additionally, the findings of the
study showed that secondary school students exposed to delayed feedback were
more self-efficacious than that of those exposed to immediate feedback in
Mathematics. Based on the findings of the study, it was recommended among
others that secondary school students should continually take assessment
feedback seriously so as to enhance their academic achievement and
self-efficacy in Mathematics.
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Pages:16-20
How to cite this article:
C Anachunam, N N Agu "Effect of timing dimension of assessment feedback on secondary school students’ self-efficacy and academic achievement in mathematics in Anambra State". International Journal of Advanced Education and Research, Vol 9, Issue 2, 2024, Pages 16-20
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