Influence of Assessment Practices on Business Education Students’ Academic Performance in Nigerian Colleges of Education
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Date
2022
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Abstract
Purpose: Serious complaints from lecturers and students concerning lackadaisical approach to
assessment informed the decision of the researchers to examine the influence of assessment
practices on business education students’ academic performance in colleges of education in
Southwest Nigeria. Two purposes, two research questions and two null hypotheses guided the
study.
Methodology: The study adopted the descriptive survey research design while the population of
the study consisted of 200 business education lecturers and 2000 Nigeria Certificate in Education
(NCE) final year regular students registered for the 2020/2021 academic session. The sample
comprised 132 lecturers as well as 322 students. The multi-stage sampling technique
incorporating purposive sampling and simple random sampling techniques were used to select
the sample for the study. The instruments for data collection Students Academic Performance
Proforma (SAPP) coupled with lecturers and students questionnaires titled; Influence of
Assessment Practices on Business Education Students’ Academic Performance Questionnaire
(IAPBESAPQ). The Cronbach Alpha formula was used to establish the internal consistency
reliability coefficients of 0.77 for lecturers’ questionnaire and 0.78 for students’ questionnaire.
The data collected were analyzed using frequency tables, mean, standard deviation, t-test
statistics and linear regression analysis.
Findings: The study found that, end of semester examination (ESE) (Mean = 4.00, SD = 0.61),
written tests (Mean = 3.93, SD = 0.45) classroom exercises (Mean = 3.73, SD = 0.44) and takehome
assignment (Mean = 3.60, SD = 0.53) are the most commonly adopted assessment
practices by business education lecturers in colleges of education. It was also revealed that
assessment practices have significant influence on academic performance (F (1.452) = 1.609, p =
0.205) of business education students in colleges of education.
Unique Contribution to Theory, Policy and Practice: Finally, it was recommended among
others that business education lecturers in colleges of education should adopt assessment
practices that elicit autonomy, engagement, high-order thinking and increased proficiency in skill
courses. As a contribution to theory, practice and policy, this study exposed an urgent need for a
paradigm shift from traditional assessment practices to competency-based assessment practices
which are essential ingredients for survival and advancement in this era of globalization.