Abstract
The main purpose of
this work was to investigate the assessment tools and techniques used by
teachers in the implementation of Government curriculum in Enugu Education
zone. Three Education zones were
purposively selected for the study; Enugu North, Isi-Uzo and South East. The
study adopted descriptive survey design. Six (6) research questions guided the
study; What assessment tools and techniques are often used by teachers in the
implementation of the Government curriculum?,
What areas of behaviours do teachers often assess in the process of
implementing Government curriculum?, To what extent does gender determine
teachers’ effective usage of assessment tools and techniques in the
implementation of the Government curriculum?, To what extent does qualification
determine teachers’ effective usage of assessment tools and techniques in the
implementation of the Government curriculum?, To what extent does teaching
experience determine teachers’ effective usage of assessment tools and
techniques in the implementation of the Government curriculum?, What are the
challenges faced by teachers in the use of assessment tools and techniques in
the implementation of the Government curriculum? Three hypotheses on gender,
qualification and years of teaching experience were formulated for the
study. Results show that teachers of
Government do not very often use assessment tools and techniques for affective
and psychomotor domains but often use assessment tools and techniques for cognitive
domain. The findings also revealed that teachers do not very often assess the
areas of behaviour in affective and psychomotor domains but often assess areas
of cognitive domain. The findings
further show that gender is not a significant factor in the use of assessment
tools and techniques by teachers of Government while qualification and years of
teaching experience are significant factors. Based on the findings,
recommendations were made which include that curriculum planners should
emphasize on the need to assess the three domains of learning and that
facilities should be provided in schools to enhance the assessment of the three
domains of learning using appropriate assessment tools and techniques.
CHAPTER ONE
INTRODUCTION
Background of the
Study
It is a known fact
that for a teacher to determine the extent to which learning has taken place in
any subject, assessment must come into place. Government is one of the school
subjects that require teacher’s assessment to ascertain the extent to which
Government curriculum has been implemented. The term Government has been
conceptualised into three viz: as an institution; as an act of governance and
as a field of study. The focus of this study is on Government as a field of
study. Government as a field of study can be seen as a discipline that deals
with the study of the structure, principles, concepts and the theories that
explain governmental practices of a nation and her relationship with other
countries of the world. Nigerian Educational Research and Development Council
(NERDC, 2007: i), specified among others that the objective of government as a
school subject, is to help the student to recognise his role as an informed
citizen and his contribution towards the achievement of national development.
The objective of
teaching Government is not only to enable the students understand the concepts
and process of government but also to become active participants in the
democratic process of the nation (NERDC, 2007: i). Nigeria as a democratic
nation has been faced with a lot of democratic challenges which range from
electoral fraud, post-election violence, insecurity and fraudulent practices.
Others include poverty, corruption, violence, unrest and instability, and
gradual erosion of democratic standards (Lafenwa(2009). Based on the emerging
challenges, the secondary education system should be geared towards social and
personal needs to create awareness in the recipients that promote rational
thinking in democratic governance (Abdullahi, nd)). Ogunbiyi & Ojebiyi
(2012) have noted the need for the study of Government in secondary schools due
to its usefulness in fostering the political consciousness and inculcation of a
positive attitude and understanding of the Nigerian Political system among
youths. To this extent, emphasis on the implementation process of Government is
necessary considering the wake of increase in antisocial behaviours among
secondary school leavers (Idowu & Esere, 2009).
Implementation
process of any curriculum, Government inclusive is known as the vital aspect of
the curriculum. Onyeachu (2008), notes that no matter how well a curriculum of
any subject is planned, designed and documented that its implementation is
important. If a curriculum is well
designed or planned but not well implemented, the objective of the curriculum
may be defeated. In order that any subject including Government achieves its
purpose, the implementation process must be in tandem with the objectives
stated in the curriculum. It is expected
that the implementation process of Government subject which assessment is part
of, will take into cognizance those needed skills required to be an active
citizen. Some of the skills are; problem solving skill, communication skill,
decision making skill among others. However reports show that students’
performance over the years has been low (West African Examination Council,
WAEC, 2011). Among the factors enumerated by WAEC that led to the poor
performance include; poor knowledge of subject matter, poor communication skill
and inadequate knowledge of current affairs. Others include incorrect
interpretation of questions, lack of manipulative skills, poor knowledge of
examination techniques among others (Nnaike, 2011). One wonders if these
factors are not being checked in the classroom assessment. With this trend, it
becomes necessary to look at assessment processes in the classroom. This is because the only way through which
learning can be measured and assessed is through assessment. Furthermore, in
determining the extent to which a curriculum is implemented, much emphasis has
been laid on assessment. This is at least to ascertain the learners’ level of
knowledge and for certification as pointed out by Idowu & Esere (2009) and
to provide the learners information on the quality of their learning.
Adeyegbe, Modupe
& Ayo (2003), opined that assessment, learning and teaching are not
mutually exclusive. This implies that one cannot talk of teaching and learning
without assessment forming part of it. Good assessment is integral in achieving
educational objectives for the learners, ensuring that parents, pupils, and
teachers get the feedback they need to make the right choices about teaching
(Brown, 2009). The New Zealand Curriculum (2011) states that the primary
purpose of assessment is to improve students’ learning and teachers’ teaching
as both student and teacher respond to the information that it provides.
Assessment can be
defined as process skills that allow a teacher to infer student understanding
of concepts taught (Badders, 2011). Thomas & Vincent (2001) see educational
assessment as procedure or activity that is designed to collect information
about the knowledge, attitude, or skills of a learner or group of learners. In
other words, assessment has to do with collecting data on students
understanding of a concept in order to move the students’ towards full
understanding of more concepts. The sample may include behaviors, products,
knowledge, and performances. Assessment is a continuous, ongoing process that
involves examining and observing children’s behaviors, listening to their
ideas, and developing questions to promote conceptual understanding (Badders,
2011). In order to determine the level of teaching and learning in the
classroom, teachers use classroom assessment.
Classroom assessment is an important topic for study in today’s
educational environment that emphasizes student learning and achievement.
Classroom assessment
includes all the process involved in making decisions about students learning
progress. It includes the observation of students’ written work, their answers
to questions in class, and performance on teacher-made and standardized tests
(Asia University, 2012). According to James (2003), classroom assessment is
both a teaching approach and a set of techniques. As a teaching approach, the
more the teacher knows about what and how students are learning, the better he
can plan learning activities in order to structure teaching. Classroom
assessment is the process of collecting information from students about their
experiences as learners in the class. The aim of classroom assessment is to
produce information that contributes to the teaching and learning process and
assists in education decision making, where decision makers includes students,
teachers, parents, and administrators (Lange,1999). Teachers need to know about
their students’ problems while learning, their progress, and the level of
formality they are operating at so that they can adapt their teaching
strategies to meet the students’ needs. Assessment is a vital indicator of
student’s capability and a justification for parents/guardians’ expenditure of
scarce resources; the main assessment characteristics are determined in terms
of its coverage in special knowledge, attitude, and skill development of the
students (Gimba, 2012).
The principles of classroom
assessment as noted by Center for Instructional Development and Research CIDR,
(2011) include its systematic way of collecting information; its ungraded
nature so that students can provide useful information and its call for
response from the instructor. The main purpose of classroom assessment as noted
by Angelo and Cross (2011) is to empower both teachers and their students to
improve the quality of learning in the classroom. Continuing, Angelo and Cross
notes that classroom assessment enable teachers become better able to
understand and promote learning, and increase their ability to help the
students themselves become more effective, self-assessing and self-directed
learners. Nevertheless, assessment covers all aspects of school experience both
within and outside the classroom (Idowu & Esere, 2009).
Assessment could be
formative or summative assessment. Formative assessment is a range of formal or
informal assessment procedures employed by teachers during the learning process
in order to modify teaching and learning to improve students’ attainment. Black
and William (2009) defined formative assessment as all those activities
undertaken by teachers, and/or by students, which provide information to be
used as feedback to modify the teaching and learning activities in which they
are engaged. Nicol and Macfarlane-Dick (2009) emphasised the role students’
play in producing formative assessments. They emphasized that formative
assessment aids learning by generating feedback information that is of benefit to
students and to teachers. Feedback on performance in class or on assignments
enables students to restructure their understanding/skills and build more
powerful ideas and capabilities. Ultimately, the goal of formative assessment
is for students to develop their own “learning to learn” skills (Organisation
for Economic Co-Operation and Development, 2005).Formative assessment enables
teachers and students to take decisions during learning process while summative
assessment occurs at the end of a learning unit and determines if the content
being taught was retained. Summative assessment informs both the student and
the teacher about the level of conceptual understanding and performance
capabilities that the student has achieved.
Mostly, assessment is
to be carried out in full and not in part.
Although the assessment strategies expected of Government teachers are
not stated in the National Curriculum on Government, the National Policy on
Education (2004:9) succinctly emphasized that “educational assessment and
evaluation shall be liberalized by their being in whole not in part”. It implies that the students’ behavior;
attitude, interests, modes of interaction, skills, style of work and a variety
of other non-cognitive factors will contribute to the decision made by the
teacher on each student (Esere & Idowu, 2010). Furthermore, the Policy on
Continuous assessment states that an assessment approach should involve the use
of a variety of assessment instruments, assessing various components of
learning, not only the thinking processes but including behaviours, personality
traits and manual skillfulness.
Assessment should be objective, systematic, comprehensive, cummulative
and guidance oriented (Idowu & Esere, 2009). By being comprehensive, it
implies that assessment should consider all the various aspects of the child’s
development (cognitive, affective and psychomotor) in the overall assessment of
the student’s performance according to Bloom’s taxonomy of learning.
Bloom categorized the
cognitive domain into six levels of thinking. These are knowledge,
understanding, application, analysis, synthesis and evaluation. The affective
domain covers feelings, values, appreciation, motivation and attitudes.
Psychomotor domain includes physical movement, coordination, and use of the
motor- skill areas. It ranges from simple handwriting to drawing, handling of
implements, apparatus, vehicles and equipment, playing of instruments and using
keyboards (Idowu & Esere). These three domains are inter-woven in order to
bring out the whole man. It means that students ought to be assessed about:
what they know (cognitive); attitudes that they have taught (affective) and
skills they have learned (psychomotor) (University of Auckland, 2010). The
question whether the students are being assessed in these domains greatly
depends on the teacher.
However, it has been
observed by some scholars that often than not, teachers seem not to assess
their students in all the domains (Adonu, 2006; Afemike & Egbekuse,
2011; Idowu & Esere,2010). Adonu, (2006) noted that apart from cognitive
domain, the other domains of education objectives are often overlooked in the
process of educational evaluation. Again, it has been noted that teachers may
assess cognitive outcomes but experience difficulty when the affective and
psychomotor domains are considered (Afemike & Egbekuse, 2011). In schools in Nigeria especially secondary
schools, Idowu & Esere, have observed that assessment is concentrated on
cognitive achievement with the negligent of affective and psychomotor
development. Continuing, they opined that this trend is connected to the quest
for paper certification. The implication of this is that the aspects of
affective and psychomotor domain are not considered in obtaining the
certificate. Such a technique of assessment suggests that students be
successful as a result of memorization of the knowledge or information required
(Aksu, 2008).
Emphatically, an
assessment of a subject matter such as Government needs to take into cognisance
these three domains of learning. The reason is that for one to be an active
participant in the process of governance, emphasis must be laid on those
generic skills needed for functional operations in the society. There are communication skills, decision
making skills, problem solving skills among others. Students will be able to
acquire these skills based on the extent to which they relate real life
experiences to classroom. Here emphasis is being laid on the tools and
techniques of assessment being employed by the teacher to be able to determine
these and other skills in the learner.
Assessment tools are
materials that enable a teacher to collect evidence using a chosen assessment
method. They are the instruments used to gather and interpret evidence of
competence (Department of Education & Training, 2008). Assessment tools
enable the teacher to efficiently evaluate the learners’ current level of
function, cognition, and safety (Lowa Geriatric Education Center, 2012). This is to enable educators use assessment to
both inform and guide instruction. This as well will enable the teacher
determine change in behavior according to the behavioural theory (McNeeley, 2007).
The relevance of the usage of assessment tools greatly depends on the type of
assessment technique applied by the classroom teacher. Classroom assessment
techniques as noted by (MacKeracher, 2011) are mechanisms for collecting
information about the progress of students in specific learning activities and
about how they respond to particular teaching strategies. Assessment techniques
are those methods employed by the teacher in the process of assessing the
learners in order to ascertain whether the stated objectives have been
achieved. Using a variety of assessment
techniques, teachers gather information about what students know and are able
to do, and provide positive, supportive feedback to students. They also use
this information to diagnose individual needs and to improve their
instructional programs, which in turn helps students learn more effectively.
This type of learning will enable the learner construct learning according to
the constructivist learning theory which postulates that the essence of
learning is to enable the learner make meaning out of the knowledge acquired by
being able to construct learning in the way deemed necessary.
The terms tools and
techniques have been used by some scholars interchangeably while others see
them as two different words. In this study, the terms assessment tools and
techniques are used collaboratively. This is because the tools have to do with
the instruments for assessment while techniques focus on the strategies adopted
by the teacher. In other words, the two terms intermingle. Appropriate
classroom assessment tools and techniques can help teachers plan or modify
instruction, communicate important learning goals to learners, and result in
corrective feedback about how to improve (Gimba, 2012). Ugwu (2009) opined that
the things that determine achievement are instructional strategies and
assessment technique. Some of the assessment tools and techniques include;
essay test, objective test, rating scale, anecdotal records, checklists and
questionnaire. Others are projects, assignments, observations, interviews,
portfolios, and sociometry (Elui, 2008).
Often than not,
assessment tools and techniques used by teachers range from administering of
paper and pencil tests, oral or written, true or false, multiple-choice type
tests, simple recall type tests and assignments (Idowu & Esere, 2009).
These assessments most of the time test only the cognitive level of the
learner. Although the cognitive ability of the learners enables the learners
relate their previous experiences with the classroom environment according to
the cognitive learning theory, testing only the cognitive ability does not
enhance the holistic development of the leaner. As Alade (2011) rightly pointed
out, no positive impact whatsoever can be made with curriculum review and
development that promotes theoretical knowledge and places emphasis on paper
certification rather than stressing the development of innate abilities and
creative potentials in a learner evolving through training and practices. Although
studies have shown that teachers face challenges in the process of curriculum
implementation which could also hinder the process of assessment, assessment of
one aspect of domain to the negligent of others does not augur well for the
education system.
Studies show that
teachers face challenges in implementing the curriculum such as provision of
facilities, provision of instructional materials, and adequacy of qualified
teachers (Onyeachu 2008; Owolabi & Onwuka, 2012). Other factors include;
under-funding, population explosion, quantity and quality of teaching staff and
time usage (Akpochafo & Walter, 2006). Similarly, some challenges may
necessitate teachers’ inability to assess learners holistically. They include;
large class size, lack of instrument for assessment on affective behavior and
use of different techniques for assessment of students’ behavior (Awotunde
& Ugodunwa, 2001). Other challenges include: poor assessment skills of
teachers, poor test development skills and problems with measurement of
non-cognitive variables (Mkandawire, 2010; Owolabi & Onwuka, 2012). Perhaps
the use of the assessment tools and techniques may be hindered by many factors
or challenges such as domain related challenge, challenges related to tools and
techniques, teacher related challenge and facilities related challenge, the
teacher as the implementer plays a vital role in the usage of assessment
strategies.
Roth & Swail
(2000) opined that teachers know how to design and use a variety of assessment
techniques not just paper-and-pencil tests. Teachers play a vital role in the
implementation process of the curriculum. Nwafor (2007:37), notes that the
teacher stands between the “plan and execution”. This implies that teachers
stand between the planned curriculum and its implementation. Furthermore,
teachers are the agents for the effective implementation of assessment in
schools. To this extent, it takes a
competent teacher to be able to implement the curriculum and apply appropriate
assessment tools and techniques effectively despite the inherent challenges.
Gimba (2012) noted that it requires hard work, mental energy, thoroughness and
diligence considering large class size and diversity that characterized
Nigerian schools today to be able to implement and carry out classroom
assessment. Perhaps some teacher characteristics such as gender, teacher
qualification and years of teaching can hinder the teaching and learning
process as well as assessment processes. Studies have shown that gender,
teacher qualification and years of teaching are associated with increase in
student achievement across schools (Akinsolu, 2010; Abduliahi & Onosanya,
2010;.Adeyemi, 2011 & Fakeye, 2012).
Many studies have
shown that gender is a significant factor in achievement. Akiri & Ugborugbo
(2008) noted that gender influences teachers’ level of productivity in schools
and therefore there are significant differences between male and female
teachers. On the contrary, studies have also indicated that gender is not a
factor in teachers’ perception of difficult topics (Edu, Edu & Kalu, 2012).
This therefore implies that both male and female teachers perceive topics from
the same direction. By this assertion, it implies that both male and female
teachers tend to teach and assess the learners without any gender influence.
The implication of distinct results on the influence of gender on teachers is
that the results are not consistent. Based on this, this study tends to
determine the extent to which gender affect teachers’ use of assessment tools
and techniques.
Teacher qualification
is vital to the development of any education system. This implies that the
qualification of a teacher matters when effectiveness is emphasised in teaching
and learning. Academic qualifications have
been noted as one of the factors that have effective impact on the teaching and
learning process (Umar-ud-Din, Khan, &
Mahmood, 2010). Abdullahi (nd) noted that the availability of well
qualified teaching- staff especially at the secondary school level is a
pre-requisite to the development and acquisition of high technological skill
needed to develop a nation. A qualified
teacher is expected to know the methods to use both in the process of
instruction and assessment. This is to ensure that the learning environment
will enable the learner construct meaning from the learning experiences. The
researcher therefore considers qualification as an important factor in
assessment and so intends to determine the extent to which it affects on
teachers of government in the use of assessment tools and techniques.
Sequel to
qualification is years of teaching experience. The importance of experience in
teaching has been perceived as being necessary for effective operation of
schools. In other words, experience enhances teaching and learning process. Owolabi
(2007), opined that government should find all possible means to retain veteran
and experienced teachers who are still willing to serve so that they can
contribute their wealth of experience to improving the system. In the same
vein, Akinsola (2010) asserted that teacher’s years of experience is a measure
of quality and thus becomes imperative in the achievement of students’ academic
performance. Continuing, Akinsola advocated that experienced teachers need to
be retained in schools if higher productivity is to be obtained because
learners achieved more from these teachers. Report shows that poor teaching
process exhibited by inexperienced teachers is among the many problems of
educational development in Nigeria (Tahir in Adeyemi, 2011). Consequent upon
this, the researcher takes cognizance of this factor as having influence on
teacher effectiveness and intends to determine how this factor determines
teachers’ use of assessment tools and techniques.
In preview of the
prevailing situation, there is the need to be conscious of the assessment tools
and techniques used by teachers so that the actual intended educational
objectives can be achieved. It is on this premise that this study is worrisome.
Statement of the
Problem
Nigeria introduced Continuous
Assessment (CA) and one of the mandatory qualities of CA is that assessment
must be comprehensive. This comprehensiveness demands that varieties of
assessment tools and techniques be used to collect information covering all the
intended learning outcomes. By this policy, teachers are expected to be
assessing all the three domains of learning using varieties of assessment tools
and techniques. The essence is to ensure that the students acquire the
knowledge, skills and attitudes required. This will enable them perform well
both in internal and external examinations and also become useful members in
the society.
Despite this, it has
been reported that students perform low in their external examinations. In view
of the fact that there are varieties of assessment tools and techniques that
could facilitate the assessment of Government and which teachers ought to be
using, one wonders if teachers actually assess students with these tools and
techniques and how often they assess students in the three areas of education
domains. Therefore, the question is what are the assessment tools and
techniques used by teachers in assessing the learners?
Purpose of the Study
The main purpose of
this study was to find out the assessment tools and techniques used by teachers
in the implementation of government curriculum in secondary schools.
Specifically the study sought to;
Identify the
assessment tools and techniques used by teachers in the implementation of
Government curriculum.
Determine areas of
behavior teachers assess as cognitive, affective and psychomotor domains.
Determine the extent
to which gender affect teachers’ usage of assessment tools and techniques in
the implementation of Government curriculum.
Ascertain the extent
to which qualification affect teachers’ usage of assessment tools and
techniques in the implementation of Government curriculum.
Determine the extent
to which years of teaching experience affect teachers’ usage of assessment
tools and techniques in the implementation of Government curriculum.
Identify the
challenges faced by teachers in the use of assessment tools and techniques.
Significance of the
Study
The findings of this
study are expected to be beneficial to the teacher, the learner, the curriculum
planners and the society in general.
Teachers are the
implementers. A research into the assessment tools and techniques used by
teachers especially at the secondary school level of education will enhance
constructive understanding of the varieties of assessment tools and techniques
needed for assessment. Teachers of Government will find this study useful
because it will help to increase the teachers’ level of awareness and
understanding of some of the issues surrounding the use of assessment tools and
technique, thereby providing a basis for improvement in their instructional
practice in order to enhance performance. The findings may give insight to the
teachers that the learners’ ability to perform well both in internal and
external examinations should be based on assessing the three domains of
education. The study may also if need be suggest for organization of seminars,
in-service training/ workshop for teachers on assessment procedure.
On the aspect of the
learners, the findings of this study will expose the learners to different
assessment tools and techniques through their use by teachers. This will enable
them perform well both in their internal and external examinations especially
in enabling them know examination techniques. Assessment in the three domains
will enhance their knowledge, attitude and acquisition of skills needed for
their development. Having been exposed to different and appropriate assessment
tools and techniques, the learner will have mastered the skills needed in
Government which will inform his opinion in political processes.
A study of this
nature if published may enable the curriculum planners to embark on reforms
necessary to improve upon common assessment measures in the education system.
An empirical data of this nature will enable the Curriculum planners and
evaluators as well as government and educational administrators to facilitate
appropriate curricular policies and programmes for effective teaching and
learning. This may have advantage of giving teachers clear models of acceptable
outcomes and make them have positive attitudes towards instruction, learning
and assessment. Equally, positive change in attitudes towards assessment may
clamp down education gap that may emanate from teacher factor such as
qualification, years of teaching experience and gender.
The study will be
useful to the society in general and Nigerian nation in particular through
learners’ contribution to the development of the society. This is because the
aim of education is for the learner to become functional member of the society.
Therefore having learnt appropriately the concepts in government and their
usefulness to real life experiences, the learner will contribute positively to
the development of the society. This will bring national consciousness and
national integration that promotes unity and peaceful co-existence in the
society.
Theoretically, this
study will improve on the theories of cognitive, behaviorists and
constructivist theory. Cognitive theory focuses on brain based learning,
connecting previous knowledge to the new knowledge. Cognitive learning theories
infuse the classroom curriculum with meaningful interaction thereby enhancing
the process of assessment that will determine the ability of the learner to
associate the previous experiences with the new ideas. On the behavioral
theory, the study will as well support the view of the behavioral theorists. In
other words, this study lays credence on the fact that assessment also focuses
on change in behavior which manifest in the learners’ action. Such actions
could be inform of decision making, communication, problem solving among
others. This study therefore upholds the view of the behavioral theorist.
One of the goals of
constructivist theory is that the goal of instruction is not to teach
information but to create situations so that students can interpret information
on their own understanding. This is one of the processes of assessment.
Students’ ability to interpret information depends greatly on the tools and
techniques used by teachers in the process of assessing the students. This will
enable the learner to transfer the classroom experiences to real life
experiences thereby acquiring the skills to explore opportunities and proffer
solutions to problems. Therefore, this study tends to enhance on the theory of
constructivism.
Furthermore, the
findings of this study will be of benefit to researchers interested in this
area of research. The findings of this study will provide empirical research
information for such researchers.
Scope of the Study
The study was carried
out in Enugu Education zone comprising Enugu North, Isi-Uzo and South East. The
study covers the assessment tools and techniques used by the teachers of
Government in terms of identifying the assessment tools and techniques used for
assessing cognitive, affective and psychomotor domains. The study also focuses
on determining the areas of behavior assessed by the teacher in the three
domains, and identifying the challenges faced by teachers of Government in the
use of assessment tools and techniques. The study also ascertained the extent
to which teachers’ effective use of assessment tools and techniques is
determined by qualification, years of teaching experience and gender.
Research Questions
The following
research questions were posed to guide the study;
What assessment tools
and techniques are often used by teachers in the implementation of the
Government curriculum?
What areas of behaviours do teachers assess
often in the process of implementing Government curriculum?
To what extent does
gender determine teachers’ usage of assessment tools and techniques in the
implementation of the Government curriculum?
To what extent does
qualification determine teachers’ usage of assessment tools and techniques in
the implementation of the Government curriculum?
To what extent does
teaching experience determine teachers’ usage of assessment tools and
techniques in the implementation of the Government curriculum?
What are the
challenges faced by teachers in the use of assessment tools and techniques in
the implementation of the Government curriculum?
Hypotheses
The following
hypotheses are formulated and will be tested at 0.05 level of significance.
H01: There is no significant difference
between the mean ratings of male and female teachers of Government in the use
of assessment tools and techniques.
H02: Qualification is not a significant
factor in the mean rating of the use of
assessment tools and techniques by teachers.
Ho3: Years of teaching experience is not a
significant factor in the mean rating of the use of assessment tools and
techniques by teachers of Government.