Influence of Assessment Practices on Business Education Students' Academic Performance in Nigerian Colleges of Education

Authors

  • Dr. Lawrence F. Ademiluyi Kwara State University Malete
  • Mr. David A. Akinlabi Federal College of Education

DOI:

https://doi.org/10.47941/jep.1102

Keywords:

Achievement, Assessment, Attitude, Competency, Teacher-Education.

Abstract

Purpose: Serious complaints from lecturers and students concerning lackadaisical approach to assessment informed the decision of the researchers to examine the influence of assessment practices on business education students' academic performance in colleges of education in Southwest Nigeria. Two purposes, two research questions and two null hypotheses guided the study.

Methodology: The study adopted the descriptive survey research design while the population of the study consisted of 200 business education lecturers and 2000 Nigeria Certificate in Education (NCE) final year regular students registered for the 2020/2021 academic session. The sample comprised 132 lecturers as well as 322 students. The multi-stage sampling technique incorporating purposive sampling and simple random sampling techniques were used to select the sample for the study. The instruments for data collection Students Academic Performance Proforma (SAPP) coupled with lecturers and students questionnaires titled; Influence of Assessment Practices on Business Education Students' Academic Performance Questionnaire (IAPBESAPQ). The Cronbach Alpha formula was used to establish the internal consistency reliability coefficients of 0.77 for lecturers' questionnaire and 0.78 for students' questionnaire. The data collected were analyzed using frequency tables, mean, standard deviation, t-test statistics and linear regression analysis.

Findings: The study found that, end of semester examination (ESE) (Mean = 4.00, SD = 0.61), written tests (Mean = 3.93, SD = 0.45) classroom exercises (Mean = 3.73, SD = 0.44) and take-home assignment (Mean = 3.60, SD = 0.53) are the most commonly adopted assessment practices by business education lecturers in colleges of education. It was also revealed that assessment practices have significant influence on academic performance (F (1.452) = 1.609, p = 0.205) of business education students in colleges of education.

Unique Contribution to Theory, Policy and Practice: Finally, it was recommended among others that business education lecturers in colleges of education should adopt assessment practices that elicit autonomy, engagement, high-order thinking and increased proficiency in skill courses. As a contribution to theory, practice and policy, this study exposed an urgent need for a paradigm shift from traditional assessment practices to competency-based assessment practices which are essential ingredients for survival and advancement in this era of globalization.

Downloads

Download data is not yet available.

Author Biographies

Dr. Lawrence F. Ademiluyi, Kwara State University Malete

Department of Business and Entrepreneurship Education

Mr. David A. Akinlabi, Federal College of Education

Dept. of Business Education

References

Ademiluyi, L.F. & Ademiluyi, A. B. (2018). Influence of the students industrial work experience scheme on academic performance of Office Technology and Management Students. Nigerian Journal of Business Education, 5(2), pp 331-342.

Afemikhe, O.A. (2017). Assessment and educational standard improvement. Reflections from Nigeria. Retrieved from http://www.iaea.info/documents/paper 1162b2788a.pdf. on 12/08/2020.

Amesi, J. (2016). Issues in evaluation and assessment Implications for effective teaching and learning in business education in the Niger-Delta. Nigerian Journal of Business Education, 3(2), pp 242-252.

Ekaira, J. (2013). An appraisal of evaluation system in Nigerian secondary schools. Integrated Research Journal, 3(1), pp 11-19.

Esere, M.O. & Idowu, A.I. (2011). Continuous assessment practices in Nigerian secondary schools. In Adegoke, A.A. (Ed.) Conference Proceedings and Annual Conference of Collaboration of Education Faculties in West Africa. (CEFWA), pp 71-76.

Iqbal, M.S., Samiullah, I. & Anjum, A. (2017). Effects of continuous assessment techniques on students' performance at elementary level. Bulleting of Education and Research. 39 (1), pp 91-100.

Munoz, D.R. & Araya, D.H. (2017). The challenges of competence-based assessment in the education field. Educ, Pesqui., SauPaulo 43 (4), pp 1073-1086

Rana, S. & Zubair, R. (2019). The reality of continuous assessment strategies on Sauidi students' performance at University level. English Language Teaching, 12(12), pp 132-142.

Ubong, B. & Wokocha, M. (2013). Continuous assessment, practicum and the quality of business education programme in Nigeria. http://c://uses/continous%20assessment.htm. Retrieved 17/12/2021.

Udo, M.P. (2015). Adequate measures for funding vocational business education (VBE) in colleges of education in Plateau state. Nigerian Journal of Business Education 2(3), pp 65-74.

Downloads

Published

2022-10-29

How to Cite

Ademiluyi, L. F., & Akinlabi, D. A. (2022). Influence of Assessment Practices on Business Education Students’ Academic Performance in Nigerian Colleges of Education. Journal of Education and Practice, 6(6), 16–28. https://doi.org/10.47941/jep.1102

Issue

Section

Articles