School Type and Compliance with Continuous Assessment Modalities in Secondary Schools in South-South Nigeria (Published)
This study investigated school type and compliance with continuous assessment modalities in secondary schools in South-South Nigeria. Five research questions and five hypotheses were formulated to guide the study. Descriptive survey design was considered suitable and adopted for this study. Multi-stage sampling procedure was adopted to select 36 schools from the six states in South-South Nigeria and the participants were randomly selected from the population of schools. A researcher-developed instrument known as “Continuous Assessment Modalities Questionnaire” with reliability index of 0.71 based on Cronbach alpha reliability method was used to elicit data from 210 teachers from the 36 schools for analysis. Descriptive statistics (mean) was used to answer the research questions while analysis of variance was used to test the hypotheses at 0.05 alpha level. Findings of the study showed that many federal, state and private secondary schools in South-South Nigeria complied with continuous assessment modalities while some did not. The study concluded that many federal, state and private secondary schools in South-South Nigeria complied with continuous assessment modalities and schools not complying with continuous assessment modalities should start doing so as effective assessment of students shows them their level of academic performance and pinpoints to them areas where improvement are needed. It is recommended among others, that re-orientation and workshops should be organized for teachers to create awareness on the total compliance with continuous assessment modalities for continuous improvement in education.
The Relationships among Senior High School Teacher Perceptions on Professional Learning Community, Self-efficacy, School Type, and Gender (Review Completed - Accepted)
This study investigated the relationships between teacher’s professional learning community (PLC), self-efficacy (SE), school type, and gender. Descriptive statistics, t-test, product-moment correlation, and multiple regression analysis were applied to analyze the data. The findings indicated that a significant difference was found between public school teachers and private school teachers in two PLC dimensions, core element and human and social resources, and in one SE dimesnion, classroom management. Another significant differences were found between male teachers and female teachers in three SE dimensions, teaching strategy, classroom management, and student involvement. However, no significant differences was found between both in PLC dimesnions. Moreover, perceived PLC and SE were positive correlated. Perceived PLC could predict perceived SE. These results suggested that PLC appears to play a role in teachers’ reported levels of SE and provided initial evidence that the variation between schools in PLC may be explained by the SE.