ASSESSMENT TYPE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN SOCIAL STUDIES

Abstract

The search for a better means of improving students’ academic achievement in Social Studie have been receiving consistent research attention from Social Studies scholars all over the world and this study is an attempt to contribute to quest for a higher achievement of students in the subject. The study examined the relationship between assessment type and students’ academic achievement in Social Studies in Bekwarra Local Government Area of Cross River State, Nigeria. The study adopted the cross-sectional survey research design and a sample of 210 students selected through simple random sampling technique and Assessment Types and Students Achievement Questionnaire (ATSAQ) was used to gather data for the study. Pearson’s Product Moment Correlation (PPMC) Statistic using the Statistical Package for the Social Sciences (SPSS) version 2.5. at .05 level of significance was used to the test the hypotheses formulated. The result revealed that that there is a significant relationship between diagnostic, formative and summative assessment types and students’ academic achievement in Social Studies. The study recommended that there is the need to make the number of students to be taught in a class to be moderate so that the teacher can be able to manage the class effectively and be able to give individual attention to students who may have problem of assimilating the concepts of what is been taught.