International Journal of Academic Research in Education and Review

Vol. 12(1), pp. 1-8, February 2024

ISSN: 2360-7866

https://doi.org/10.14662/ijarer2024010

 

Full Length Research

 

 

Assessment-mode Preference: A Factor towards High Academic Achievement in Senior Secondary School’s Economics.

 

David Oluwaseyi OLADIMEJI

 

Institute of Education, University of Ibadan, Ibadan, Nigeria. E-mail: oladimejidavid585@gmail.com. Tel. +2348054625636, +2348037398107

 

Accepted 13 February 2024

Abstract

Abstract: When assessing students' attitudes toward high academic performance in secondary schools, assessment mode preference appears to be taken into very little account. Hence, the study. Four research questions based on the Economics Students' Assessment Attitude Scale (ESAAS), a 31-item questionnaire, with a Cronbach's alpha reliability coefficient of 0.89 were examined in this study. The sample comprised 354 respondents from 5,766 SS 2 students spread over four local government areas of Oyo State. There is a strong relationship between gender and the way economics students approach assessments. The respondents' age significantly influence the way economics students feel about assessments. The combined effect of assessment-mode preference and subject relevance is statistically significant in predicting economics students' assessment attitudes. Finally, yet importantly, a considerable portion of respondents' assessment mode preference favours home assignments over objective and essay items. It is advised that economics teachers make conscious effort to stimulate their students' attention. When choosing the evaluation technique to be employed, it is important to consider the students’ assessment preferences. Subject teachers should provide students with additional homework to boost academic achievement in economics, which is the most preferred assessment mode.

 

Key Words: Assessment, Economics, Assessment-mode Preference, Assessment Attitude

Paper type: research