International Education Research

International Education Research

ISSN: 2291-5273 (Print)    ISSN: 2291-5281 (Online)

Volume 1 (2013), No. 2, Pages 8-20

DOI: 10.12735/ier.v1i2p08

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Effect of Formative Testing with Feedback on Students’ Achievement in Junior Secondary School Mathematics in Ondo State, Nigeria

Oke James Ajogbeje1  Adewale Amos Ojo1  Olarenwaju Adeniyi Ojo1 

1Department of Mathematics, College of Education, Ikere-Ekiti, Ekiti State, Nigeria

URL: http://dx.doi.org/10.12735/ier.v1i2p08Citations: 5 (Details)

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Abstract

The study investigated the effect of formative testing with feedback as an instructional strategy on junior secondary school students’ achievement in mathematics in Ondo State. The effects of gender and socio-economic status on this learning outcome were also examined. The sample for the study consisted of 227 junior secondary school two (JSS II) students in intact classes of three co-educational schools purposively selected from Akure South Local Government Area of Ondo State. The study employed quasi-experimental design with treatment at three levels namely: Formative Test with Feedback, Formative Test only and Non-Formative Test which served as control. The treatment levels were crossed with students’ socio-economic status (high, medium and low) and gender (male and female). Five research instruments namely: Formative Tests I, II and III, Socio-Economic Status Questionnaire (SESQ) and Mathematics Achievement Test (MAT) were constructed, validated and used for the collection of all revelant data. The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post-Hoc Analysis. Results from the study revealed a significant effect of treatment on students’ achievement in mathematics. However, there were no significant effects of gender and socio-economic status (SES) on achievement in mathematics.

Keywords: formative test, socio-economic status, feedback, gender, mathematics achievement

To Cite this Article: Ajogbeje, O. J., Ojo, A. A., & Ojo, O. A. (2013). Effect of formative testing with feedback on students’ achievement in junior secondary school mathematics in Ondo state, Nigeria. International Education Research, 1(2), 8-20. http://dx.doi.org/10.12735/ier.v1i2p08

Copyright © Oke James Ajogbeje et al.

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This article is published under license to Science and Education Centre of North America. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License.

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Effect of Formative Testing with Feedback on Students’ Achievement in Junior Secondary School Mathematics in Ondo State, Nigeria
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