Effective Of Measurement And Evaluation Of Instruction And Pupils Academic Achievement In Primary Schools
(In Enugu North Local Governmen Area)
Measurement and evaluation of instruction and pupils’ academic achievement in primary schools play a crucial role in enhancing the quality of education. The process involves systematically gathering, analyzing, and interpreting data to gauge the effectiveness of teaching methods and assess students’ learning outcomes. Through continuous assessment and feedback, educators can identify areas of improvement and tailor their instructional approaches to better meet the diverse needs of students. This dynamic assessment process fosters adaptability and refinement in teaching strategies, ensuring a more responsive educational environment. Moreover, it empowers educators to address individual learning styles, providing a nuanced understanding of pupils’ academic progress. The integration of measurement and evaluation in primary education serves as a catalyst for educational enhancement, promoting a student-centric approach that goes beyond traditional assessment methods.
This research work dealt on effective measurement and evaluation of instructions and pupil’s academic achievement in primary schools in Enugu North Local Government Area. This project work becomes so useful for it’s timeless and objectively. It tends to present an educational teaching model that conveys absolute “Effective” of children in the classroom which special emphasizes on the measurement and Evaluation. This teaching model methodology or approach is called philosophy for children (P4C) or Andragogy. It was designed and developed by Evans and freemen. Retrospectively, the development of this reacting model, the schools teachers and children were best with the trouble of lack of instructional materials. Parents were not caring for their children to think critically as learning processes always begin at home. The school and it’s authorities also lack the same variable quality and instruments that facilitate learning in the classroom. The teachers on their own were not different after all. Then lack of instructional materials in learning and teaching processes
i. Title Page
i. Approval page
ii. Dedication
iii. Acknowledgement
iv. Table of content
v. List of Table
vi. Abstract
Chapter One
Introduction
Statement of problem
Research Hypothesis.
Significance of the study
Research Question
Chapter Two
Review of the related literature
Good School Environment and More Experimental Curriculum.
Factors That Enhances Academic Achievement.
Chapter Three
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Techniques
Instrument for Data Collection.
Validity of the instrument.
Method of Data Collection.
Method of Data Analysis.
Chapter Four
Effectiveness of Measurement
Quality Control in Marking System
Evaluation of instruction
Achievement Test.
Chapter five
Discussion of Results
Implications of Findings
Conclusions
Recommendations
Suggestion for Further Study.
Bibliography
Appendix A – Letter of the respondent
Appendix B – Research Questionnaire.
INTRODUCTION
BACKGROUND AND NEED FOR THE POINT OF INQUIRY.
Evaluation is an indispensable tool in any aspect of life’s endeavor as it gives direction
to someone engaging in an activity. It provides relevant and accurate information that facient wise decision making. No matter how efficient the teacher is, how intelligent the pupils are, how adequate the instructional materials are, if no provision is made for the monitoring of the teaching and learning process, the teaching effort many miss the target and therefore become completely invalidated. Evaluation data collected allow school administrator to consider the direction of developing in service training programs that build on the required behavior and skills of teachers. Also performance deficiencies are identified and the teacher help to focus on specific behaviors that can be improved through training as well as comparing of groups of teachers whose entering behaviors and skill are at different level of proficiency.
In education, instructional effectiveness is gaining a major attention, as teachers tend to see evaluation mostly in terms of giving examination to pupils and scoring them to decide who passed or failed. Little attention may be given to the evaluation of how well the pupils have been taught; where as the quality of education depends on the quality and effectiveness of the teachers and the instructional process.
Ukeje (1983) opines that no educational system can rise above the quality of its teacher. The instructional effectiveness of the teacher in any system invariably needs to be evaluation so as to know the quality of education that the system is operating on.
Freeman (1979) found common dimensions which pupils often use as yard stick in perceiving and rating their teachers to include the instructors subject matter competence, ability to relate materials and quality; fairness of feedback, evaluation procedure and the degree of instructor-pupils report.
He further found that some pupils relatively greater importance in associating with a teacher because of the teacher’s personality characteristic which is an important value in the whole process of teacher’s evaluation, and that it effects pupil’s academic achievement. Operationally and promote instruction effectiveness is skill a problem for education and researchers. There is also the problem of instrumentation/ nature of instrument, reliability and validity. However, according to Dorman and Arbon (2001), instrument validations and reliability and divided by favor basis criteria: first the instrument should provide a good coverage of instructional effectiveness. If teachers are concerns are of the pupils; second, the instrument’s structure should be consistent with general psychometric principles in that it should posses several internally consistent mutually exclusive scales; thirdly, individual scale items should be sensitive to different levels of concerns of pupils in the study: and fourthly the instrument should be relatively economical to administer, answer, score and analyses.
In other to operationalize the four criteria, it is necessary to employ both intuitive- rational and factors analytic approaches to scale development. This involves in identification of salient dimensions writing tentative scale items; and conducting field testing and applying factors analysis to group item into scales. This was essentially followed in this study.
Statement of the Problem
The importance of mathematics in the Nigeria school system and in Nigeria’s developmental needs, it is necessary and very importance that teachers of this subject are roundly effective. But how is this effectiveness identified or measured. Many primary schools in Enugu North Local Government of Enugu State organize end of year ceremonies and would always wants to motivate teachers by naming in best teachers of the years. This has always been done through sentimental or political procedures. Therefore, a scientifically constructed and validated instrument of this nature will serve so many of such purpose in our primary schools. It is for this reason that these researchers found it necessary to construct and validate on instrument for evaluation of instructional effectiveness of mathematics teachers in Enugu North Local Government Area in Enugu State in Nigeria.
Hypothesis
To contribution of each of the items to the dimension of teaching effectiveness as assessed by the pupils is not significant.
1. The contribution of each of the selection to the overall teaching effectiveness is not significant.
2. The reliability of teaching effectiveness is not significant.
3. The factors that can effect academic achievement of effective teaching.
Purpose of the study
i. To know factor that enhances academic achievement.
ii. To know factors effective measurement and evaluation.
iii. To know pupils academic achievement.
iv. To know teacher’s performance.
Significance of the study
To provide the incoretical bases for this study, Jerome Bruner’s theory of instruction and Okpala’s model of evaluation teaching effectiveness were considered. Jerome Bruner’s theory of instruction states any subject can be taught effectively in an intellectually honest form to any child at any stage of development. Bruner’s contention is that old concepts of readiness, where both the nature of the child and subject matter must not be tempered with, should be discarded. Rather the concept of readiness should be modified to include not just the child but also the content of the subject matter (Bruner 1977).
Bruner’s theory of instruction is based on four major principles: namely.
1. Predisposition
2. Structure and form of knowledge.
3. Sequence
4. Reinforcement or feedback
There are certain variables, which predispose a child to learn. Some of these variables are motivational cultural as well as personal. Motivational is a psychological construct that effect learning generally cultural variable that influence a child to learn mathematics include language and nature of the authority exhibited by the teacher or parents and the attitude of parents towards the subject as an intellectually activity.
A general awareness of how those variables affects the teaching and learning of subject is necessary if subject teacher is to be effective in his/her teaching. Evaluation of teaching. Effectiveness is a integral part of teaching – learning process and that each stage of the teaching – learning process is subject to evaluation and that the evaluation data from each stage could be used to influence decision- making at other stages. Okpala’s model suggests eight dimension of teaching- learning process adopted in this study as the eight dimension of teaching effectiveness. Each characteristic can be precisely defined and can be reliably measures through training and using observational judgmental method most of the time this involves the collection of pupil’s evaluation of their teachers.
Scope of the Study
This study is meant to know the extent effective measurement and evaluation of instruction and pupil’s academic achievement in Enugu Local Government Area.
Research Question
For the purpose of the study, the following research questions were asked.
1. Does effective measurement contribute to academic achievement?
2. To what extend does quality control a marking system and pupil’s academic achievement?
3. Can evaluation of instruction pupil’s academic achievement?
4. Can achievement test be used as an effective tool for effective measurement and evaluation purpose
Effective Of Measurement And Evaluation Of Instruction And Pupils Academic Achievement In Primary Schools:
Measurement and evaluation of instruction and pupils’ academic achievement are essential components of the educational process in primary schools. These processes help assess the effectiveness of teaching and learning, guide instructional improvement, and ensure that students are making progress. Here are some key points on the importance and benefits of measurement and evaluation in primary schools:
Assessment of Learning Progress: Measurement and evaluation provide a means to gauge how well students are progressing in their learning. This information helps teachers identify areas where students may be struggling and need additional support.
Customized Instruction: Data collected through measurement and evaluation can be used to tailor instruction to individual students’ needs. Teachers can differentiate their teaching methods to address specific learning gaps or challenges.
Accountability: Evaluation helps hold both teachers and students accountable for their roles in the learning process. It ensures that teachers are effectively delivering instruction and that students are actively engaged in learning.
Curriculum Improvement: Data from evaluation can highlight areas of the curriculum that need improvement or modification. Schools can use this information to refine their teaching materials and methods.
Teacher Professional Development: Measurement and evaluation can identify areas where teachers may need additional training or support. It can inform professional development initiatives, helping teachers improve their instructional skills.
Parent and Guardian Communication: Evaluation results can be shared with parents and guardians to keep them informed about their child’s progress. This communication fosters collaboration between schools and families in supporting students’ academic growth.
Motivation: Regular evaluation, when conducted constructively, can motivate students to work harder and strive for better academic performance. Seeing their progress and receiving feedback can be encouraging.
Data-Driven Decision Making: Schools can use data from measurement and evaluation to make informed decisions about resource allocation, curriculum development, and instructional strategies. This promotes continuous improvement.
Identifying Learning Disabilities and Special Needs: Evaluation processes can help identify students who may have learning disabilities or special needs, ensuring they receive appropriate support and accommodations.
Quality Assurance: Measurement and evaluation serve as a quality control mechanism in education. Schools and educational authorities can use this information to ensure that teaching and learning meet established standards and objectives.
Policy Development: Evaluation results can influence education policies at the district, state, or national level. Policymakers can use this information to make informed decisions about educational reforms and resource allocation.
Long-Term Academic Success: Consistent measurement and evaluation throughout primary school can help predict and support students’ long-term academic success. Early intervention based on evaluation results can prevent learning gaps from widening over time.
In conclusion, measurement and evaluation in primary schools are critical tools for ensuring that students receive a high-quality education, teachers are effective in their roles, and schools continuously improve their educational practices. These processes contribute to the overall success of students and the education system as a whole.