Perception of Basic Science Teachers on the Use of Technology - Enabled Assessment For Learning Package in Ibadan North Local Government, Oyo State
Main Article Content
Abstract
Technology-Enabled Assessment for Learning Package (TEALP) is an automated learning and assessment conducted electronically. It allows students to learn at their own pace without internet or data, an offline learning and assessment mode. TEALP provides quality immediate feedback to the students, teachers and parents. This study is to investigate teachers’ and students’ view towards the use of TEALP in secondary schools in Ibadan North Local Government, Ibadan, Oyo State. A survey design was adopted for the study. Sample of 60 teachers and 60 students were randomly selected from ten schools in Ibadan North Local Government. Two structured questionnaires were used for the study, respectively containing 20 items for teachers and 10 items for students, developed by the researchers and titled Technology-Enabled Assessment for Learning Package Questionnaire for Teachers (TEALPQT) and Technology-Enabled Assessment for Learning Package Questionnaire for Students (TEALPQS). The instruments were designed using likert scale of dichotomous. Cronbach Alpha co-efficient was used to obtain a reliability coefficient of r=0.78 for each. The ensuing instruments were content sanctioned as appropriate by experts in field of measurement and evaluation. Frequency counts and percentage computation was used to analyse the data collected for the study. The results revealed positive perception of TEALP by both teachers and students. Recommendations for improving computers in various schools for ease of use of TEALP, power supply and funds to sustain availability and maintenance of TEALP and computers were made in order to the continuity of the use of TEALP to ensure uninterrupted learning.
Downloads
Article Details
References
Abdullahi, M.A. (2021). Effectiveness of the ADDIE Model within an E-Learning Environment in Developing Creative Writing in EFL Students. Journal of English Language Teaching.Vol.04. No 2. ISSN 1916-4742.
Adewale, J. G. and Anjorin, T. (2012). Effect of Formative Testing on Junior Secondary School Students’ Achievement in Integrated Science. Strategies across the Curriculum-Modern Methods of Teaching. Ibadan. Powerhouse Press and Publisher (pp1-15)
Ahmar, F. and Anwar, E. (2018). Social Economic Status and its Relation to Academic Achievement of Higher Secondary School Students. IOSR journal of Humanities and Social Science (IOSR-JHSS).13(6), 13-20.
Aitokhuehi F. and Ojogho, M. (2014). The Impact of Computer Literacy on Students’ Academic Performance in Senior Secondary. Journal of Education and Human Development 4. 3:265-270 ISSN: 2334-296X (Print), 2334-2978 (Online)
Ajayi, V.O., (2017). Effect of hands-on-activity-based method on interest of senior Secondary Students’ Organic Chemistry. Scholarly journal of education, 6.1:1-5.
Ajila, C and Olutola, A. (2016). Impact of parents’ Socio-Economic Status on University Students’ Academic Performance. Ife Journal of Educational Studies ,9.1 31-39
Ajogbeje O.J., (2012). Path-analytic model and the effect of some teaching strategies on variables affecting achievement in junior secondary school Mathematics in Ondo State. Unpublished Ph.D. Thesis, Ekiti State University, Ado-Ekiti, Nigeria.
Akinbode O.O., (2014). Effects of group Simulation Game Strategy on the attitude and Achievement of Students in Mathematics (Algebra in Junior Secondary School. (Unpublished) M.Ed. Project, University of Ibadan, Ibadan.
Akinbode, O.O. (2014b). Assessing and Supporting Hard-to-Measure Constructs. In A. A. Rupp, and J. P. Leighton (Eds.), The handbook of cognition and assessment: Frameworks, methodologies, and application (pp. 535-562). Hoboken, NJ: John Wiley & Sons, Inc.
Aldabbus, S. (2022) Feedback Strategies Used by University Instructors in the Classroom Setting. International Journal of English Language Teaching Vol.10, No.6, pp, 19-31, 2022. Print ISSN:2055-0820.
Alexander, P. A. (2020). Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews. Review of Educational Research, 90(1), 6–23.
Anderson, R. C., Katz-Buonincontro, J., Bousselot, T., Mattson, D., Beard, N., Land, J., (2022). How am I a creative teacher? Beliefs, Values, and Affect for Integrating Creativity in the Classroom. Journal of Teaching and Teacher Education, Vol. 110, Feb. 2022, 103583
Aravind, V. R. & McConnell, M. K. (2018). A computer based tutor for learning energy and power. World Journal of Educational Technology: Current Issues, 10(3), 174–185. doi:10.18844/wjet.v10i3.3558
Bottiani, J. H., Duran, C. A. K., Pas, E. T., and Bradshaw, C. P. (2019). Teacher Stress and Burnout in Urban Middle Schools: Associations with Job Demands, Resources, and Effective Classroom Practices. Junior Schools Psychology. 77, 36–51.
Boud, D. and Dawson, P. (2021). What Feedback Literate Teachers do: An Empirically-DerivedCompetency Framework. Assessment and Evaluation in Higher Education. Sage Journal of Education and Human Development Volume 22, Issue 3.
Cotton, K. (2021), Computer Assisted Instruction, school improvement Research Series, http://www.nwrel.org/scpd/sirs/5/cu10.html
Emmanuel E. Achor, and Joel O. Ukwuru (2021) Facilitative Effect of Computer Assisted Instruction (CAI) in Raising Retentive Ability of Senior Secondary School Students in Chemical Reaction and Equilibrium. Benue State University Journal of Educationn (BSUJE), Vol. 13, 2021, pp1-7
UNESCO. (2012). Policy brief: technology-enhanced assessment in education. Retrieved from https://unesdoc.unesco.org/ark:/4822
UNESCO. (2014). Global citizenship education: preparing learners for the challenges of the twentyfirst century. Retrieved from https://unesdoc.unesco.org/ark:
Williams, A. (2020). Building an Effective Learning Environment Online Learning Quality Standard Organization and Research Using ADDIE Model. International Journal of Social Research Methodology, 9(1), 22–32.