The Attitude of some Nigerian Science, Technology, and Mathematics Teachers towards Assessment Practices

Love M. Nneji; Alfred O. Fatade; Awoyemi A. Awofala; Adeneye O. A. Awofala

doi:https://doi.org/10.14445/22315373/IJMTT-V3I3P504

International Journal of Mathematics Trends and Technology

Research Article | Open Access | Download PDF

Volume 3 | Issue 3 | Year 2012 | Article Id. IJMTT-V3I3P504 | DOI : https://doi.org/10.14445/22315373/IJMTT-V3I3P504

The Attitude of some Nigerian Science, Technology, and Mathematics Teachers towards Assessment Practices

Love M. Nneji, Alfred O. Fatade , Awoyemi A. Awofala , Adeneye O. A. Awofala

Citation :

Love M. Nneji, Alfred O. Fatade , Awoyemi A. Awofala , Adeneye O. A. Awofala, "The Attitude of some Nigerian Science, Technology, and Mathematics Teachers towards Assessment Practices," International Journal of Mathematics Trends and Technology (IJMTT), vol. 3, no. 3, pp. 110-116, 2012. Crossref, https://doi.org/10.14445/22315373/IJMTT-V3I3P504

Abstract

The study investigated the attitudes of 305 Science, Technology and Mathematics (STM) teachers towards assessment practices in Nigeria. The sample was selected through stratified and random sampling techniques from 171 Senior Secondary Schools in three Local Government Areas of Lagos State and data were collected using survey a instrument. The instrument required the STM teachers to indicate the extent of their agreement or otherwise, on a five–point Likert attitude measuring scale, to a set of 26 statements made on various assessment practices. Frequency counts and percentages were used to obtain a global picture of teachers’ attitudes towards assessment practices, while the Chi-square (χ2 ) statistic was used to find out whether any significant gender or experience or professional training group differences existed in such attitudes. Findings showed that a higher proportional of the STM teachers seemed to display positive attitudes toward most of the assessment practices, while their attitudes toward some assessment practices tended to be either negative or neutral. More so, gender, teaching experience and professional training might be factors in STM teachers’ attitudes toward assessment practices.

Keywords

Attitude, assessment practices, teachers, science, technology, mathematics, Nigerian.

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