Fegha Ilogho | Adekunle Ajasin University, Akungba Akoko,Ondo State of Nigeria (original) (raw)
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Papers by Fegha Ilogho
Zenodo (CERN European Organization for Nuclear Research), May 30, 2022
The study investigated the predictive validity of continuous assessment scores on end of semester... more The study investigated the predictive validity of continuous assessment scores on end of semester examination scores among undergraduate students of Adekunle Ajasin University Akungba-Akoko (AAUA) Ondo State. Two null offered direction to the study using an ex. post factory research design. The population of the study comprised all undergraduate students of the faculty of education AAUA. Random sampling technique was employed in selecting a sample of 320 students from two departments in the faculty of Education of 100 and 200 levels. A proforma was used as an instrument for data collection. Regression analysis and t-test were used in testing the null hypothesis at 0.05 level of significance. The finding revealed that there was a significant relationship between continuous assessment scores and end of semester examination scores and performance of education undergraduate students (r=.712, p<.05). Again there was significant influence of the level of students on the predictive validity of the continuous assessment scores on end of the semester examination performance of undergraduate students (Rsq= 0.379 & 0.473, 0.386 & 0.163, 0.236 & 0.431, p< 0.05). The result indicated that 100 level students had better continuous assessment scores than 200 level students. Continuous assessment scores predicts final scores in end of semester examination. Therefore, it was recommended that undergraduate students should be encouraged to pay serious attention to their continuous assessment scores in other to get good performance in their end of semester final grade.
East African Scholars Journal of Education, Humanities and Literature
The paper examined the effect of assessment for learning strategy (AFLS) on Student’s Achievement... more The paper examined the effect of assessment for learning strategy (AFLS) on Student’s Achievement and interest in Senior Secondary School Mathematics in Ondo State. The study employed quasi experimental research design involving the non-randomized prelest, postlest, control group. The population comprises all Senior Secondary II students in Akoko North East Local Government, Area of Ondo State. A sample size of 100 Senior Secondary II students from two public Secondary school was used for the study. The sample was randomly grouped into one experimental and control. Data were collected using Mathematics Achievement Test (MAT) (r=0.76) and Mathematical Interest Inventory (MII) (r =0.82). Two hypotheses were generated to guide the study. The findings revealed that there was significant effect of instrument on students’ performance and interest with a (F value 4.161 and p value 0.000) at 0.005 level of significance based on the findings, it was recommended that Assessment for learning s...
Zenodo (CERN European Organization for Nuclear Research), May 30, 2022
The study investigated the predictive validity of continuous assessment scores on end of semester... more The study investigated the predictive validity of continuous assessment scores on end of semester examination scores among undergraduate students of Adekunle Ajasin University Akungba-Akoko (AAUA) Ondo State. Two null offered direction to the study using an ex. post factory research design. The population of the study comprised all undergraduate students of the faculty of education AAUA. Random sampling technique was employed in selecting a sample of 320 students from two departments in the faculty of Education of 100 and 200 levels. A proforma was used as an instrument for data collection. Regression analysis and t-test were used in testing the null hypothesis at 0.05 level of significance. The finding revealed that there was a significant relationship between continuous assessment scores and end of semester examination scores and performance of education undergraduate students (r=.712, p<.05). Again there was significant influence of the level of students on the predictive validity of the continuous assessment scores on end of the semester examination performance of undergraduate students (Rsq= 0.379 & 0.473, 0.386 & 0.163, 0.236 & 0.431, p< 0.05). The result indicated that 100 level students had better continuous assessment scores than 200 level students. Continuous assessment scores predicts final scores in end of semester examination. Therefore, it was recommended that undergraduate students should be encouraged to pay serious attention to their continuous assessment scores in other to get good performance in their end of semester final grade.
East African Scholars Journal of Education, Humanities and Literature
The paper examined the effect of assessment for learning strategy (AFLS) on Student’s Achievement... more The paper examined the effect of assessment for learning strategy (AFLS) on Student’s Achievement and interest in Senior Secondary School Mathematics in Ondo State. The study employed quasi experimental research design involving the non-randomized prelest, postlest, control group. The population comprises all Senior Secondary II students in Akoko North East Local Government, Area of Ondo State. A sample size of 100 Senior Secondary II students from two public Secondary school was used for the study. The sample was randomly grouped into one experimental and control. Data were collected using Mathematics Achievement Test (MAT) (r=0.76) and Mathematical Interest Inventory (MII) (r =0.82). Two hypotheses were generated to guide the study. The findings revealed that there was significant effect of instrument on students’ performance and interest with a (F value 4.161 and p value 0.000) at 0.005 level of significance based on the findings, it was recommended that Assessment for learning s...