Assessment of students performances in biology: Implication for measurements and evaluation of learning

Abstract

Science education is believed to be a vital tool for individual and societal development at large. The persistent low levels of students' achievement in sciences at the various public examinations in Nigeria have continued to draw the attention of major stakeholders in education. This study examined academic achievement of Senior Secondary School students in biology and gender difference in students' achievement was examined. Ex-post facto design of descriptive research was adopted for the study. A proforma was used to collect data from a sample of two hundred (200) students, selected using stratified random sampling procedure from the Science secondary schools in Kano state Nigeria. The data collected were the students' performances in biology achievement tests. The data were analysed using descriptive statistics and independent-sample t-test. Overall results showed that the test internal consistency reliability is low and unsatisfactory; the students performed below average (M=47.02, SD=16.493 (47%). Similarly, gender difference exists in biology performance with another significant difference between performance of urban and rural school students. The study concludes that, biology test used in Kano state qualifying examinations to assess students potential ability in biology is not a reliable measurement tool and that, academic performance of students in biology is unsatisfactory and evidence of differential performance between gender and schools locations. The implication for measurements and evaluation of learning as well as recommendations has been discussed.

Performance Analysis of Biology Education under the Implementation of Lower Secondary School Biology-Competence-Based Curriculum: Policy Implications

“…This finding is consistent with that of Kashu (2014), Nnenna, and Adukwu (2018). However, the finding is in contrast with that of Bozdoğan et al (2014), Okorie and Ezeh (2016), Bichi et al, (2019) who found that female students performed better than male students in science. Besides, the finding contradicts that of Olasehinde and Olatoye (2014), Ngozi et al (2018), Joseph and John (20 15), Ogbianigene (2014), Olasehinde and Olatoye (2014) who affirmed that gender differences do not affect students' academic achievement in the science subjects.…”

“…The urban school students performed better than the rural school students. This finding on school location still is in line with that of Olutola (2017), Umar (2017), Bichi et al (2019) in Biology. Similarly, there was a significant difference between the academic performance of students in rural and urban secondary schools in Basic Science in favor of urban school students (Awodun & Oyeniyi, 2018).…”

“…For instance, Nnenna and Adukwu (2018) and Kashu (2014) reported that boys did better than girls. On the other hand, researchers like Bichi et al (2019), Bozdoğan et al (2014), Okorie and Ezeh (2016) in their separate studies reported that girls outperformed boys in biology. However, Ngozi et al (2018), Ogbianigene (2014), Olasehinde and Olatoye (2014) observed that boys and girls academically performed equally overall science achievement (Biology, Chemistry, and Physics).…”

“…Education has been recognized as an investment as well as a key to promoting and achieving rapid economic, social, political, technological, and scientific development of both an individual and a country. On this basis, Bichi et al (2019) stated that education is a viable tool that guarantees economic growth, environmental protection, social, scientific, and technological development, and employment opportunities in an equal manner. Equally, education is essential in the reduction of poverty, increases the opportunity for getting new jobs as well as accelerates sustainable development (UNESCO, 2014).…”

Developing instrument of academic potential test analogy verbal ability for undergraduate students

“…One way to improve the quality of National Education in a better direction requires courage to take the policy of fixing the system used as a system of assessment tools [1]. Education is regarded as a key that unlocks the development of potential personal and national values and all other kinds of rights and powers in the world [2] Education in Indonesia as stated in the 1945 Republic of Indonesia's Constitution that every citizen has the same right to obtain education, this indicates that all people have equal opportunity to get education without exception [3] Schools are part of the government which seeks to implement regulations as a form of active role in building better human resources through education [4].…”