Influence of Evaluations Strategies on the Academic Performance of Students

Influence of Evaluations Strategies on the Academic Performance of Students

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Title Page





Table of Contents


1.1    Background to the Study

1.2    Statement of the Problems

1.3    Purpose of the Study

1.4    Significance of the Study

1.5    Research Questions

1.6     Delimitation of the Study

1.7     Limitation of the Study

1.8     Definition of Terms




3.1    Research Design

3.2    Research Area

3.3    Population of the study

3.4    Sample and Sampling Technique

3.5    Instrument for Data Collection

3.6    Validation of Instrument

3.7    Administration of the instrument

3.8    Method of Data Analysis


4.1    Presentation of Result

4.2    Discussion of Findings


5.1    Summary

5.2    Recommendations

5.3    Conclusion

5.4    Suggestion for further Study





The study was carried out to examine teachers’ evaluation Skills and students’ academic performance in Government in secondary schools in Eket Local Government Area. A review of related literature was done as a guide in establishing principles for the study.

In order to achieve the objectives of the study, two research questions and their corresponding research hypothesis were formulated for the study. However, a survey research design was employed in carrying out the study. The population of the study consisted of all the students in SS1 class in 2021/2022 academic session in all the nine (9) public secondary schools located in the study area. Five (5) secondary schools were sampled out from the population using stratified random sampling strategies based on the four cardinal points of the area; two hundred (200) respondents were selected from sample size for the study.

Thereafter, Achievement Test (AT) was the major instrument for data collection. The data generated was analysed using independent t-test statistics. The results of the study revealed that there is a significant influence of evaluation strategies and students academic performance in Government in secondary schools.




1.1          Background to the Study

Education is considered as one of the most promising paths for individuals to realize better and more productive lives. (RoK, 2011). The interest attached to education is a confirmation for the increased need for quality human resource and increased accountability. By stakeholders for student learning in many countries of the world. Obviously, secondary education level enables students acquire knowledge, skills and attitudes, which, enables them to develop as holistic individual in cognitive, affective and psychomotor domains (RoK, 2012).

Generally, countries of the world have step-up efforts to improve student performance and reduce achievement gaps. For example, United States of America has been in the forefront in developing teaching standards and strategies to enhance effective teaching.

Moreover, according to Darling-Hammond, Wei, Andree, Richardson, and Orphanos (2019), strategies to enhance effective teaching and improve students’ performance. Should entail organizing forums where teachers meet in learning teams and share their experiences. Hence, in a teaching and learning community. Obviously, the most effective evaluation is that which encourages and rewards effective teaching practices. Thus, on the basis of student learning outcomes (Doherty 2002; Shapiro and Levine, 1999).

Assessment of student learning at its best enables students to identify their own strengths and weaknesses. As such, determine the kinds of information they need to correct their learning deficiencies and misconceptions. Performance measurement also calls for a judicious choice of instruments and sources of information. For instance, using student results to evaluate individual teachers is particularly challenging since learning outcomes are the result of a multitude of factors including the students‟ socio-economic background.

Improving teacher evaluation effectiveness implies choosing adequate procedures for given objectives (e.g. internal vs. external process; formative vs. summative process) A good teacher is one who has a good understanding of what his pupils need to learn and also their capabilities for learning. He is able to judge just how much he needs to intervene in pupils learning and knows the most effective way of providing this assistance.


Influence of Evaluations Strategies on the Academic Performance of Students

Thus the skills of teaching lies in knowing who, what and how to teach and also being able to judge when (Farrant,1980:169). He also identified the professional skills of the teacher as thus:

(a)          A good teacher establishes a productive classroom atmosphere from the start by means of good organization and carefully planned teaching structures.

(b)          He can create specific kinds of climate setting for different lessons e.g. serious and business like or relaxed and enjoyable.

(c)           He uses friendly humour and creates excellent teacher pupil relations.

Therefore, Evaluation Skills simply refers to the methods, approaches and pattern used by the teachers to determine the level of attainment of behavioral objectives.

Michael (2014) defines evaluation strategies as the way or manner a teachers or instructor adopted in other to examine learning outcome of the students, during, after or before teaching process; such methods includes, formative evaluation strategies, summative evaluation strategies, diagnostic evaluation strategies, and many others.

Daniel (2014) was on this opinion when he added that evaluation strategies is an undisputed factor in every teaching and learning process. Also, he went further to say that for learners to attain greater percentage of the lesson. Thus, teachers must adopt proper evaluation methods to enable the students perform better in the cause of lesson delivery.

Nigeria society today is developing; therefore, it should stimulate the spirit of patriotism and lay the solid foundation. For national and international understanding and corporation in students. Due to this fact, the education of the youth is very importance. In other to ensure the citizens to the social and economic development of the country as well as raising the standard of living generally.

Furthermore, according to smith (2018) the school as agent of socialization could have significant impact on the child. This is evident from the fact that it is a place where the child learns about leadership and what it takes, also learn basic skills and behavior pattern taught by teachers. It therefore becomes a necessity to the method that the teachers use to evaluate the students. He concluded by saying that the teacher should therefore adopt a proper evaluation strategies. Thus, that suit the developmental stage of the learners in the teaching context.

Therefore, it was on this background that the researcher was interested in determining the Influence of Evaluations Strategies on the Academic Performance of Students.


1.2          Statement of the Problem

Education is a basic and fundamental human right. Which promotes acquisition of knowledge, skills and development of an individual in a holistic and integrated manner. Despite various efforts by key educational stakeholders to improve students’ performance. By injecting financial resources for improving school infrastructure to provide child friendly schools. Also, provision of subsidized public secondary school tuition to improve access to education and qualified teachers, the trend on students’ performance in some public secondary schools in remains poor.


Influence of Evaluations Strategies on the Academic Performance of Students

1.3          Objectives of the Study               

The main objective of this study was to investigate how evaluation strategies used by teachers influence students academic performance in secondary schools in Eket Local Government Area.

The specific purposes of the study include:

(i). To investigate the influence of formative and summative evaluation strategies and students academic performance in Government in secondary schools students in Eket Local Government Area.

(ii). To investigate the influence of formative and diagnostic evaluation strategies and students academic performance in Government in secondary schools students in Eket Local Government Area.


1.4          Significance of the Study

(i). The research results would inform the teacher trainers of the evaluation strategies being utilize in secondary schools. That these strategies should be emphasized during the course of a teacher training.

(ii). In addition, the research would provide sacrosanct knowledge and information. To the inspectorate department about the student academic performance in secondary school from the evaluation strategies.

(iii). Also, teachers would be informed of the alternative evaluation strategies that could be used to enhance students academic performance.

(iv). The research will act as a foundation for further research that will benefit researchers.


1.5          Research Questions

(i) To what extent does students expose to formative evaluation strategies and those expose to summative evaluation strategies differs in their academic performance?

(ii) To what extent does student expose to formative evaluation and those expose to diagnostic evaluation strategies differs in their academic performance?


1.6          Research Hypotheses

(i). There is no significant difference in academic performance of students expose to formative evaluation strategies and those expose to summative evaluation strategies.

(ii). There is no significant difference in academic performance of students expose to diagnostic evaluative strategies and those expose to placement evaluation strategies.


1.7          Limitation of the Study

The constraint of the study was lack of fund and time as the research project was done along side with other academic activities. The available resources of the researcher were inadequate to cater for both the materials needed for the research project and other academic activities.


1.8         Operational Definition of Terms

(i)            Evaluation: This is the determination of the value of a variable or expression.

(i)         Learning: This is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviours, skills, value or preferences and may involve synthesizing different types of information.

(iii)        Academic Performance: This refers to the total outcome of the students’ achievements or efforts in test, assignment and examination scores or results.

(iv)       Secondary School: A secondary school often referred to as a high school or senior high school, which provides secondary education, between the ages of 11 and 19 depending on location, after primary school and before higher education.

(v)         Students: This refers to a person who is studying or learning at a place (secondary school).

(vi)          Teacher: A person whose job is teaching, especially in a school.

Joselyn Nya

My Name is Joselyn Nya A Publisher in Project Boss Team. I'm a Nigerian I'm a graduate/Educational Researcher. Project Boss Team. We are the best for Project materials and project writing services. Email:

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