ABSTRACT
The study investigated teachers’ competencies in assessing students’ affective
outcome in secondary school mathematics in Nsukka Education Zone of Enugu State. Seven research questions and three hypotheses guided the study. To carry out the study, descriptive survey research design was adopted. The population of the study was 134 mathematics teachers’ from the 60 government owned secondary schools in Nsukka Education zone. The sample
for the study was 63 mathematics teachers’. Questionnaire on Teachers’ competencies in assessing students’ affective outcome (QTCAAO) was used as the instrument for data collection. The research questions were answered using mean and standard deviation while the hypotheses were tested using t- test. The findings of the study revealed that mathematics teachers’ possess the competencies in developing affective assessing instrument, possess the competencies in gathering data on students’ affective behaviors but do not possess the competencies in scoring and interpreting of affective instrument as well as in using data from affective instrument to direct instruction. Results also revealed statistically significant influence of mathematics teachers’ qualification and experience on competencies in assessing affective outcome of students. Gender was not a significant factor.
CHAPTER ONE INTRODUCTION
Background of the Study
Education in Nigeria has become an instrument for attaining national development. It is highly rated as the most important instrument of change, since any change in the intellectual and social outlook of the people must be preceded by an educational revolution (Federal Republic of Nigeria, FRN,
2004). Thus, National Policy on Education identified the main national goals of Nigeria which should be achieved through education to include:
To have a nation that is free, just and democratic in outlook;
To have a land full of opportunities for all citizens and able to generate a great and dynamic economy and
Growing into a united, strong and self-reliance nation (FRN, 2004). All these reflect the increasing need and desire for scientific and technological advancement
In fact the national philosophy of education in Nigeria is geared among other things, towards social, cultural, economic, political, scientific and technological progress (FRN, 2004). This philosophy can only be attained if Nigeria citizens are properly equipped with necessary knowledge and skills offered in science especially mathematics.
Mathematics is a universal part of human culture. It is the tool and language of commerce, engineering and other sciences. Mathematics plays a vital, often unseen roles in many aspects of modern life such as space travel, business, decision making, modeling the spread of epidemics, predicting stock market prices and so on. The mathem1 atics curriculum document for schools in
New Zealand considers the nature of mathematics thus:
| d inter gination |
Mathematics makes use of specific language and skills to
model, analyze an 1
pret the world… it involves
creativity and ima in the discovery of patterns of
shape and number, the perceiving of relationships, the making of models, the interpretation of data, and the communication of emerging ideas and concepts. (Ministry
of Education, New Zealand, 1992).
Awodeyi (2004) opined that mathematics has always been seen as a factor in the prosperity, development and undertaking of any nation. According to Ukeje (1997), without mathematics there is no science, without science there
is no modern technology, and without modern technology, there is no society. In the same vein, Usman (2002) noted that mathematics is a subject that encourages all aspects of human endeavor and has been described as the life wire in the study of various disciplines. Mathematics opens up the mind to logical reasoning and analytical thinking. Harbor-Peters (2001) stated that the acquisition of mathematical skills is mandatory for proper intellectual development. This is why every student needs to be given opportunity to learn as much mathematics as he/she can in order to function effectively and intelligently in the society.
According to the Nigerian Educational Research and Development Council, NERDC, (2012), the mathematics curriculum of the basic education level aims at giving the learners the opportunity to:
Acquire mathematical literacy necessary to function in an information age;
Cultivate the understanding and application of mathematics skills and concepts necessary to thrive in the ever changing technological world;
Develop the essential element of problem solving, communication, reasoning and connection within the study of mathematics;
Take advantage of the numerous career opportunities provided by mathematics;
Become prepared for further studies in mathematics and other related fields.
All these give credence to the importance of mathematics both to the individual in particular and the society at large. This importance is clearly reflected in its status as a compulsory subject for all learners at basic and
secondary school levels (FRN, 2004). Due to the great importance attached to the learning of mathematics, it becomes imperative to assess learners’ achievement in mathematics so as to find out whether learning is taking place or not.
Assessment, according to Nworgu (2014) refers to a systematic process of gathering data from a variety of sources in order to understand, describe and improve learning. In education, three domains are usually assessed. They are cognitive, affective and psychomotor domains. Cognitive domain includes those objectives that deal with thinking, memory, knowing and problem solving. Psychomotor domain covers those objectives which deal with muscular and motor skills or manipulations of material and objects, or activities that have to do with muscular coordination (Krathwohl, Bloom and Masia, 1973). Krathwohl et al, further described the affective domain as falling into five levels namely: receiving, responding, valuing, organization and characterization. Affective domain also includes objectives which describe changes in interest, attitude and values and the development of appreciation and adequate adjustment. It is concerned with the worth a learner attaches to a phenomenon which is reflected by active participation on the part of the learner.
To assess all these domains properly, the continuous assessment is used. Continuous assessment has been adopted as the mode of assessment at all levels in Nigeria (FRN, 2004). This was introduced to liberalize educational assessment. This mode of assessment is expected to take into cognizance the overall ability of the learner (cognitive, affective and psychomotor) at all levels of the programme. However, the use of continuous assessment in assessing learners’ overall ability has not been effective.
According to Offorma, Esere and Idowu as cited by Nworgu (20l4), continuous assessment has continued to focus only on the cognitive domain to the exclusion of the affective and psychomotor domains. This is in line with Popham’s (2011) view that most classroom teachers do not devote attention directly to students’ affective constructs, and even greater number of teachers fails to assess them. However, it is entirely conceivable that potentially the largest piece of the puzzle (poor performance of learners), to which educators, educational leaders and legislators seek a solution, remains dormant. What is often forgotten is the fact that the cognitive and affective domains go hand-in- hand; they do not and should not function independently but should complement one another. Although, increasing what students know and are able to do is primary, their content-related attitudes, values, beliefs and disposition are at least equally significant. Popham (2011) further asserted that affective variables are often more significant than cognitive variables. Therefore, to teach any concept, principle or theory is to teach, not only for its comprehension, but also for an attitude towards it, the acceptance or rejection of it as useful or dependable and so forth (Smith, 1996). It is thus important to assess this domain of behavior. To assess learners’ behavior (cognitive, psychomotor or affective), the teacher plays a vital role.
Teachers are the implementer of the curriculum. Ali (1988) observed that assessing the learning outcome of learners is directly significantly affected by the competency of the teacher. It therefore becomes necessary to know the extent to which mathematics teachers are competent in assessing students especially in the affective domain.
Competency, according to University of Nebraska-Lincoln, Human
Resource (UNL, HR) (2015) is the combination of observable and measurable
knowledge, skills, abilities and personal attribute to enhance employee performance and ultimately result in organizational success. To understand competencies, it is important to define the various components of competencies namely:
Knowledge is the cognizance of facts, truths and principles gained from formal training and/or experience. Application and sharing of one’s knowledge base is critical to individual and organization success.
A skill is a developed proficiency or dexterity in mental operations or physical processes that is often acquired through special training; the execution of these skills results in successful performance.
Ability is the power or aptitude to perform physical or mental activities that are often affiliated with a particular profession or trade such as computer programming, plumbing, calculus and so forth.
Individual attributes are properties, qualities or characteristics of individuals that reflect one’s unique personal makeup. Individual attributes are viewed as genetically developed or acquired from one’s accumulated life experiences (UNR, HR, 2015).
The above definition made the researcher view competency in relation to teacher’s qualification, experience and gender. A teacher is seen as a store of knowledge acquired and adapted to meet the demands of the teaching profession. It thus becomes necessary to look at the educational qualifications of teachers as they relate to competencies in assessing affective outcome of mathematics students. Teachers’ either qualified or unqualified may have varied teaching experiences. Whether teachers’ teaching experiences will
influence these competencies in assessing students’ affective outcome is of interest in this study.
Experience they say is the best teacher and success can be attained in the class if the teacher combines experiences with professional training. With this in mind, the researcher deemed it fit to judge the competence of a teacher in assessing affective outcomes in relation to years of experience on the job. Ewetan and Ewetan (2015), found out that teacher’s teaching experience has significantly influenced student’s academic performances in mathematics as measured by their performance in the Senior School Certificate Examinations and as perceived by the respondents. Oyewole (2011) revealed that there was a significant relationship between teachers’ years of experience and teacher’ job performance. In a similar study, Joshua, Ekanem and Agborbechem (2010) showed among other things that teacher effectiveness was not significantly influenced by any of the three teacher characteristics (gender, academic qualification and teaching experience). The results of these studies are contradictory thus the need for this study.
Of interest in this study also is the influence of teachers’ gender on their competencies in assessing students’ affective outcome. Teachers’ may be classified based on their gender as either male or female. Gender of the teacher may also influence the acquisition of knowledge, skills and attitudes. Soldan (1990) tested a number of variables and found that gender was not a factor affecting the performance of a teacher. On the contrary, Ndubisi (1999) stressed that the social background, age and gender of the teacher, among other things, determine how the teacher performs. Okoro, Ekanem and Udoh (2012), showed that the academic performance mean scores of pupils taught by male teachers do significantly differ from those of pupils taught by female
teachers with the latter performing better than the former. Odunaike, Ijaduola and Amode (2013), tested a number of variables and found out that female teachers put extra efforts in ensuring high standard of performance by students to their male counterparts who perceive teaching as a profession for the weaker sex (females). Heather, Ozkan and Serkan (2012), studied the effects of teacher gender on student achievement. The study revealed that female students who were assigned to a female teacher suffered from lower mathematics test scores at the end of the academic year. Oreopoulous and Hoffman (2009), revealed that teacher’s gender plays only a minor role in determining college students achievements. Based on the contradictory nature of the findings of these studies, this study will among other things, find out the influence of gender, experience, and educational qua1ification of mathematics teachers on the competencies in assessing the affective outcome.
Statement of the Problem
More than three decades after the introduction of continuous assessment in the education programme, most teachers have continued to focus only on the cognitive domain to the exclusion of the affective and psychomotor domains. This implies that the overall ability of the learner may not be assessed. The continuous assessment programme gives the teacher the task of giving evidence of the child’s achievements in the affective domain as well as cognitive and psychomotor domains. For the teacher to be able to do this effectively, the teacher needs to possess certain competencies. This brings about the questions on the competencies possessed by a teacher for effective assessment of achievement in the affective domain.
In view of the above, the problem of this study posed as a question is: What are the competencies possessed by mathematics teachers in assessing students’ affective outcome in secondary schools?
Purpose of the Study
The purpose of the study will be to identify the competencies possessed by mathematics teachers for assessment of affective outcome. Specifically, the study will:
Determine mathematics Teacher’s competence in developing affective instrument
Determine mathematics Teachers’ competence in gathering data on students’ affective behavior
Determine mathematics Teachers’ competence in scoring and interpreting affective instrument
Determine mathematics Teachers’ competence in using data from affective instrument to direct instruction.
Determine the influence of qualification on the competency ratings of mathematics teachers in assessing students’ affective outcome.
Find out the influence of experience on the competency ratings of mathematics teachers in assessing students’ affective outcome.
Find out the influence of gender on the competency ratings of mathematics teachers in assessing students’ affective outcome.
Significance of the Study
The findings of this study will be of theoretical significance in that it will provide insight into the Mandler’s theory on affect. Mandler (1989) proposed that most affective factors arise out of the emotional responses to the interruption of plans or planned behavior. Teachers will be in a better position to tell how affective behaviors arise if teachers are competent in assessing affective behavior of learners, thus strengthening the tenents of Mandler’s theory on affect.
Rosenberg in 1956, proposed the cognitive-affective consistency theory that examines the relationship between attitude and beliefs and posits that individuals are in an unstable state when their attitudes towards an object, event or person and their knowledge about that object, event or person are inconsistent (Simson & Maushak, 2010). This theory suggested further that the affective components of the attitude system may be changed by providing main information (changing the cognitive component) via a persuasive message. Teachers will be in a better position to tell how this behavior affects learning negatively, as posited by affective cognitive theory by providing new information that brings about change in the cognitive component.
This study will also be of great significance to the teachers, students, society, the government and educational institutions. Teachers are curriculum implementers and thus should be competent in all the activities of teaching and learning. The mathematics teachers through the findings of this study will become aware of the competencies possessed for effective assessment of the affective outcome. This will help them know their areas of strength and weaknesses and through retraining seminar and workshop improve on them.
The findings of this study will be of benefit to mathematics students. The characteristics of teachers (such as content knowledge, pedagogical skills, as well as knowledge and skill of assessment) influences students’ performance. Thus, when teachers become aware of the competencies possessed for assessment of the affective outcome and also improve on them, they will be able to assess their students in this important domain and as a result help the students develop positive attitude, interest as well as hold certain beliefs about mathematics and themselves which play an important role in the development of their affective responses to mathematical situations. On the other hand, when students develop positive attitude and interest towards mathematics, their performance in the subject will increase.
The findings of this study will also be of great benefit to the society. There is a common saying that no society can grow above the ability of its teachers, that there is no society without modern technology, no modern technology without science and no science without mathematics. This is why mathematics teachers’ competencies are of paramount importance. Worthy of note, is teachers’ competencies in assessing affective outcomes of students. This is so because good and appropriate assessment will go a long way in producing seasoned mathematicians, reduce dropout rate and hence move the society forward both technologically and otherwise as mathematics is seen as life wire in the development of science and technology.
The knowledge of the level of competency of teachers in assessing the affective outcome of students will help the government and educational institutions take necessary steps to improve on the quality of mathematics teachers by appropriate training and retraining of mathematics teachers. This
can be achieved by organizing in-service training such as conferences, seminars and workshops to seek for further knowledge.
Scope of the Study
This study will be on secondary school mathematics teachers’ competencies in assessing affective outcome in Nsukka Education zone. The study will focus on the extent to which secondary school mathematics teachers possess these competencies as it relates to mathematics teachers’ competencies in: developing affective instrument, gathering data on students’ affective behavior, use of data obtained from affective instrument, interpreting and scoring affective instrument and also the influence of variables such as qualification, experience and gender on the possession of these competencies.
Research Questions
The following research questions will guide the study
(1) What is the mean response of mathematics teachers on their competence in developing affective instrument?
(2) What is the mean response of mathematics teachers in gathering data on students’ affective behavior?
(3) What is the mean response of mathematics teachers in scoring and interpreting affective instrument?
(4) What is the mean response of mathematics teachers in using data from affective instrument to direct instructions?
(5) What are the mean ratings of qua1ified and non-qualified mathematics teachers on the competencies possessed for assessing students’ affective outcome?
(6) What are the mean ratings of mathematics teachers across different years of experience on competencies possessed for assessing students’ affective outcome?
(7) What are the mean ratings of male and female mathematics teachers on competencies possessed for assessing students’ affective outcome?
Hypotheses
The following hypotheses will guide the study, and tested at p≤ 0.05
(1) There is no significant difference between the mean ratings of qualified and non-qualified mathematics teachers on competencies possessed for assessing students’ affective outcomes.
(2) There is no significant difference between the mean ratings of experienced mathematics teachers and in-experience mathematics teachers on competencies possessed for assessing students’ affective outcomes.
(3) There is no significant difference between the mean ratings of male and female mathematics teachers’ on competencies possessed for assessing students’ affective outcomes.
This material content is developed to serve as a GUIDE for students to conduct academic research
TEACHERS’ COMPETENCIES IN ASSESSING STUDENTS’ AFFECTIVE OUTCOME IN SECONDARY SCHOOL MATHEMATICS
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