APPRAISAL OF SECONDARY SCHOOL STUDENTS SELF-ASSESSMENT PRACTICES FOR SCIENCE SUBJECTS IN ONITSHA EDUCATION ZONE

NNEKA CHINYERE EZEUGO, Ph.D; IFEOMA CLEMENTINA METU, Ph.D; NJIDEKA GETRUDE MBELEDE; AMUCHE UJU EZINWA; LYDIA I. ELEJE, Ph.D; CORNELIUS AZUBUIKE NWANZE, Ph.D

NNEKA CHINYERE EZEUGO, Ph.D
IFEOMA CLEMENTINA METU, Ph.D
NJIDEKA GETRUDE MBELEDE
AMUCHE UJU EZINWA
LYDIA I. ELEJE, Ph.D
CORNELIUS AZUBUIKE NWANZE, Ph.D

Keywords: Appraisal, Self-assessment, science, learning, secondary school

Abstract

This study is concerned with the appraisal of secondary school students’ self-assessment practices for science subjects in Onitsha education zone. Four research questions and one hypothesis guided the study. The study employed the descriptive survey research design. The population for the study comprised all the senior secondary school science students in Onitsha Education Zone of Anambra state, Nigeria. Senior Secondary School Self-Assessment Scale for Science Subjects (S7) was used to collected data for the study. The validity of S7 was done by experts from Department of Education Foundations, NnamdiAzikiwe University, Awka and its reliability determined using Cronbach Alpha to be 0.86. Data from the study was analysed using mean, standard deviation, frequency count, percentage and weighted response average and analysis of variance. The study showed among others that students engage in few selfassessment practices which they seldom apply in science subject. The study found also that secondary school students have very low competency level in the use of self-assessment and did not differ significantly in such usage across educational levels. It was recommended that secondary school science teachers should during the teaching and learning process, model for the students the self-assessment practices that could help them to make learning more meaningful.