Assessing the Impact of Evaluation Methods on Students Attitude and Performance in Mathematics: Implications for Sustainable Educational Development in Lagos, Nigeria.

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dc.contributor.authorAkanni, O.O.
dc.date.accessioned2022-10-18T13:51:24Z
dc.date.available2022-10-18T13:51:24Z
dc.date.issued2018-05
dc.descriptionConference Paper presented at Ekiti State University, Ado-Ekiti. Faculty of Education, Second National Conference,2018.en_US
dc.description.abstractThe study assessed the impact of evaluation methods on students’ attitude and performance in mathematics. The research design was quasi-experimental(Pretest/Posttest control group method)The population for the study were Senior Secondary School in Lagos Metropolis .Two stage sampling technique as well as proportionate stratified sampling procedure was used to select 540 participants based on their class types across four schools (treatment group)and forty–five(45) from one school for the control group. Four research instruments was used They are (Diagnostics; Formative; Summative) Mathematics Achievement Tests. (DMAT, FMAT& SMAT) and Mathematics Attitude Scale (MAS) by Obe (2002). Cronbach’s reliability coefficient for the three mathematics tests, which were 0.629 (Diagnostics) ,0.769 (Formative) and 0.502 (Summative)respectively and the Spearman Brown reliability coefficient for the MAS was 0.555. Three hypotheses were formulated to guide the study and tested at 0.05 leveI of significance. The empirical research findings revealed that class types and evaluation test types exerts significant impact on students’ academic performance across the experimental groups while there is no significant impact exerted on their performance by their attitude to study between the experimental groups and the control group among others. Based on the findings, it was therefore recommended among others, that teachers/educators should create feedback mechanism to students’ after any of the three evaluation test types ,such will help reveal to the students’ their area of weaknesses ,boost and maintain an increasing trend of scores. Also, the study will help enlightened the Nigeria governments to organize educative programmes for teachers to equip them with require skills and teaching methods that would make the content of their teaching easy and simple for students to understand for sustainable educational development.en_US
dc.description.sponsorshipUniversity of Lagosen_US
dc.identifier.citationAkanni, O.O. ( 2018). Assessing the Impact of Evaluation Methods on Students Attitude and Performance in Mathematics : Implications for Sustainable Educational Development in Lagos, Nigeria. Ekiti State University, Ado-Ekiti. Faculty of Education, Second National Conference,2018.en_US
dc.identifier.issn1119-4723
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/11764
dc.language.isoenen_US
dc.publisherEkiti State University, Ado-Ekiti. Faculty of Education, Second National Conference,2018.en_US
dc.relation.ispartofseriesEkiti State University, Ado-Ekiti. Faculty of Education, Second National Conference,2018.;FCO28
dc.subjectAssessmenten_US
dc.subjectEvaluation methodsen_US
dc.subjectStudents’ attitudeen_US
dc.subjectAcademic performanceen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleAssessing the Impact of Evaluation Methods on Students Attitude and Performance in Mathematics: Implications for Sustainable Educational Development in Lagos, Nigeria.en_US
dc.title.alternativeEmerging Global Trends in Education for Sustainable Developmenten_US
dc.typeArticleen_US
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