Teachers’ Perception on the Use of Affective Assessment on Personality Development of Secondary School Students in Ikwuano L.G.A. of Abia State.

Abstract

Learning is associated with behavioural changes in the cognitive, affective and psychomotor domains. To properly determine the level of learning that has taken place, an assessment is needed. This assessment should be holistic. This study therefore examined teacher’s perception on the use of affective assessment on the personality development of secondary school students in Ikwuano Local Government of Abia State.  Descriptive survey research design was employed for the study. The study was guided by two research questions and one hypothesis. From population of 614, 242 teachers from public schools were randomly selected for the study. Use of Affective Assessment on Personality Development of Students (UAAPDS) questionnaire was designed, validated by three experts from the College of Education and used for data collection.  Reliability coefficient of 0.85 was obtained using Pearson Correlation Technique. Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the hypothesis at 0.05 level of significance. The findings revealed that affective assessment influences the personality development of secondary school students in Ikwuano Local Government of Abia State to a high extent. Findings also revealed that there was no statistical significant difference between the mean responses of male and female teachers on the extent effective assessment influences personality development of secondary school students in Ikwuano Local Government of Abia State. Based on the findings, it was recommended among others that school administrators such as principals and heads of schools should monitor the extent teachers conduct affective assessment in the various schools.