Effects of Formative Assessment with Feed-Back on Achievement of Secondary School Students in Economics in Jaba Local Government Area of Kaduna State

Abstract

The study examined the effect of formative assessment with feedback on students’ performance in economics in Kaduna State, Nigeria. The study adopted a quasi-experimental research design in which three research questions guided the study with three corresponding null hypotheses. A population was made up of eleven government secondary schools in Jaba Local Government Area of Kaduna State, with a total of 1,780 SS II students offering economics. Two intact classes with 97 students in the two selected schools were used as a sample for the study. The instrument used for data collection was the Economics Achievement Test (EAT), which was subjected to scrutiny by experts in economic education, research, measurement, and evaluation from the University of Jos. The test-retest reliability method was used to establish the stability of the instrument, and a reliability coefficient of 0.83 was obtained, which showed that the instrument was reliable for the study. The research questions were answered using the mean and standard deviation, and ANCOVA was used to test the null hypotheses at a 0.05 level of significance. The finding revealed that students’ achievement in economics improved after exposure to formative assessment with feedback. It was recommended that school administrators, in collaboration with economics teachers, develop a standard formative assessment template for use by other economics teachers in schools.