ENHANCING TEACHING QUALITY THROUGH FORMATIVE EVALUATION STRATEGIES IN SECONDARY SCHOOLS

Abstract

Teaching quality is an important factor in teaching and learning. The teacher’s effectiveness and the content being taught influence learning. This paper sought to find out how teaching quality can enhance learning in secondary schools. To contextualize this paper, Enugu Urban was used as the area of study. Descriptive survey design was adopted as the methodology. The population of the study comprised of 31 secondary schools with 1,797 teachers. The sample size of 317 teachers was determined using Cochran’s formula. Simple random sampling technique was used to drawn 10 out of 31 schools. Then, an equal number of teachers was drawn from each school using proportionate sampling technique to represent the population. The study was guided by six research questions. A well-structured and validated questionnaire was employed as the instrument for data collection. The questionnaire’s reliability was tested using Cronbach Alpha, yielding coefficient of 0.87. The analysis of the data collected was carried out using arithmetic mean. The findings from the study showed a minimal application and impact of formative evaluation strategies, and the need for its enhancement of teaching quality in secondary schools in Enugu Urban. The study recommended among others the need to organize an in-service training for secondary school teachers in Enugu Urban on the knowledge and skill of formative evaluation.