Abstract

ASSESSMENT OF MATHEMATICS TEACHERS? COMPETENCY IN EVALUATING STUDENTS? AFFECTIVE DOMAIN OF SENIOR SECONDARY SCHOOL II MATHEMATICS CURRICULUM DURING INSTRUCTION

John J. A and Okpara, I. L

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Abstract: The study assessed teachers? competency in evaluating students? affective domain of senior secondary school II Mathematics curriculum during instruction, in Federal Capital Territory Abuja. Four research questions and three hypotheses guided the study. To carry out the study, analytical survey research design was adopted. The population of the study was 241 Mathematics teachers? from the 62 government owned senior secondary schools in F.C.T-Abuja. The sample for the study was 121 Mathematics teachers. Rating scale on Mathematics teachers? competency in the evaluation of students? affective domain of SS II Mathematics curriculum (MTCESAD) was used as the instrument for data collection. The research questions were answered using mean and standard deviation while the hypotheses were tested using t-test and ANOVA, at 0.05 level of significance; respectively. The findings of the study revealed that Mean rating of Mathematics teachers competency to objectively evaluate students? affective areas of SSII Mathematics curriculum during classroom lessons is low, also teachers? gender, qualifications and experiences have significant influence on Mathematics teachers? competency to objectively evaluate students? affective areas of SSII Mathematics curriculum during classroom lessons. It was recommended that Mathematics teachers should give attention to students? affective domain through proper assessment and modification where necessary. There should be an objective record of students? affective domain kept by teachers each term just as it is objectively done for the cognitive domain. Mathematics teachers should be encouraged to objectively evaluate students? affective domain in the curriculum. Keyword: Assessment, Affective, Domain, Mathematics, Curriculum.

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