International Journal of Global Education (IJGE) ISSN: 2146-9296

PREDICTIVE VALIDITY OF TEACHERS’ ASSESSMENT PRACTICES AND SENIOR SECONDARY SCHOOL YORUBA LANGUAGE ACHIEVEMENT IN OYO STATE

2025-01-23T13:35:40+00:00

Teachers Assessment Practices cannot be separated from teaching and learning of Yoruba language. The right Teachers Assessment Practices coupled with frequent use and skillfulness of the teachers has the potential to improve teaching and learning. The study therefore assessed the predictive validity of Teachers Assessment Practices and senior Secondary school in Yoruba Language Achievement. The study adopted a descriptive survey design of ex-post facto type. The participants comprises of Four hundred and ninety (490) senior secondary school 1 (SS1) students and thirty (30) Yoruba teachers drawn from an intact class of thirty public secondary schools selected from four Local Government Areas of Oyo south senatorial district in Oyo state. The two instruments used were; Teachers Assessment Practice inventory (r = 0.70) and Student Yoruba Achievement Test (r = 0.93). Four research questions were raised and answered and decisions were taken at 0.05 level of significance. Data were analyzed using Descriptive statistics, Pearson Moment Correlation and Multiple Regression. The result revealed that 50% of teachers used assessment practices more often, 10% used it very often, 20% used it occasionally, 15% used seldom while 5% not at all used. Also 60% are skilled in the use of assessment practices, 20% are very skilled, 10% are somewhat skilled 5% are a little skilled 5% not at all skilled. The result also revealed that there is both positive and negative relationship between teachers’ assessment practices and students’ achievement. The result also revealed that there is no statistical significance between the composite contribution of teachers assessment practices and students achievement (F_(1.29)= 312, p = 0.581), in the relative contribution of the assessment practices and student achievement Quiz practices alone has a significant contribution to student achievement (β = (492), _t(29)= .2101, p = .048). The study therefore, recommended that teachers need to be familiar with the use of appropriate assessment and also be skillful in the use of the assessment practices to become familiar with different level of assessment that can help them to improve students’ performance. They also need to establish frequent classroom assessment that can help them to recognize the academic level of the individual students. Also teachers should look out for good assessments that can help to improve students’ achievement. Moreover, teachers should be trained on assessing students frequently during teaching and learning process. Furthermore, Yoruba language teachers should be motivated by the school principals and other relevant school authorities so as to encourage them carryout the assessment frequently as possible.

Keywords: Predictive validity of teachers, teachers assessment practices, Yoruba achievement.

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MISTAKE HANDLING LEARNING IN MATHEMATICS

2025-03-17T22:24:43+00:00

This study examines how middle school eighth-grade students deal with mathematics errors in their learning and how gender influences that approach using descriptive correlation analysis. Seventy eighth-graders from a public middle school in Turkey participated in the study during the 2024–2025 school years. Pupils employed a learning scale that dealt with mistakes. Both descriptive and correlational analyses were carried out. The findings showed that students understood the value of making mistakes because they scored higher on the scale. Significant, positive, and strong relationships were found through correlational analyses between each mistake-handling sub-dimension and the total score. Notable correlations were also discovered between the students' fear of making mistakes and teachers’ emotional and cognitive approaches to mistakes. Gender had no significant impact on the mistake-handling learning strategy. Making mistakes in mathematics is something that many students fear and avoid. However, every mistake made in mathematics class is a learning opportunity.

Keywords: Correlational research, error management, error handling learning, mathematics education, mistake handling learning.

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PREVALENCE OF ANTI-SOCIAL BEHAVIORS AND ASSOCIATED FACTORS AMONG SECONDARY SCHOOL STUDENTS IN CENTRAL KENYA

2025-06-28T14:43:45+00:00

Secondary students have been known to exhibit aggressive tendencies and antisocial behavior and both at home and education-related problems which have been held accountable. The aim of this research was to determine how common antisocial behavior was among secondary school students in Central Kenya. The study incorporated elements of the social learning and control theories. The study focused on students from secondary schools and employed a descriptive survey research design as its method of study. The study's target population consisted of 70 secondary schools located in Central Kenya. An interview with key informants guide was employed to collect qualitative data, while questionnaires were used to collect quantitative data from a representative group of 200 participants from 15 secondary schools. The SPSS version 20 program was used to evaluate the study's quantitative data, and the qualitative information gathered from open-ended surveys was grouped into various thematic groups and presented narratively with the quantitative information. The study revealed that school year, school the environment, peer pressure and inappropriate teacher guidance are some of the school-based factors that influence anti-social conduct. The roles of the family and the school in behavior regulation are distinct. From the study recommended that overall development and parents should manage the home environment by setting rules, offering guidance and counseling and monitoring behavioral changes in their children. School administrators should also encourage parents and guardians to monitor their children's behavior and offer guidance and counseling. The management of the school should encourage parents and guardians to monitor their children's behavior and offer support and direction.

Keywords: Aggressive inclinations, antisocial behavior, school-based issues, parental discipline.

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