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Authors
Affiliations
1 Department of Science Education, Ekiti State University, Ado-Ekiti, NG
2 Department of Science Education, Ekiti State University, Ado Ekiti, NG
Source
International Journal of Innovative Research and Development, Vol 5, No 6 (2016), Pagination: 319-322
Abstract
This study evaluated the effect of systematic assessment procedure and gender on student achievement in integrated science. The study adopted Quasi-experimental research design. 400 students chosen from nine Secondary Schools in Ekiti -West Local Government of Ekiti State constituted the sample for the study. Purposive sampling technique was used to select the schools and stratified simple random sampling technique was used to select the sample. Instrument used was Integrated Science Achievement Test (ISAT). Teachers Operational Guide (TOG) was used as operational guide for both experimental and control group. Reliability coefficient of 0.88 was obtained for ISAT. The data collected were analyzed using mean performance and student t-test at 0.05 level of significance. The study revealed that the students exposed to systematic assessment procedure achieved better than the students exposed to unsystematic assessment procedure. The result also revealed that there was significant difference in the academic performance of male and female students in integrated science achievement test. In view of the findings of this study, it was recommended that Systematic Assessment Procedure should be used in teaching Integrated Science in schools. More attention should be given to female students while teaching so as to meet up with their male counterparts.
Keywords
Students Achievement, Gender, Systematic Assessment Procedure, Academic Performance.
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