DEPARTMENT OF GUIDANCE AND COUNSELLING

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Author: search.filters.author.Ogundokun, M.O.Subject: search.filters.subject.mathematics

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    Relationship between continuous assessment and academic performance of secondary school students in english language and mathematics in Ibadan
    (African Society for the Psychological Study of Social Issues, 2012) Ogundokun, M.O.; Ogundele, T.O
    This study examined the effect of continuous assessment on academic performance of students in English language and Mathematics in secondary schools. The study adopted a descriptive survey research that utilized an ex-post facto design to collect secondary data of 840 students used for this study. Four hypotheses were tested for and analysed using Pearson's Product Moment Correlation and t-test for independent samples analysis tested at the O.05 level of significance. The result of the analysis showed that there were positive significant relationship between continuous assessment and academic performance in English language and Mathematics. Government, school administration and teachers should ensure effective implementation and practice of continuous assessment to improve on students' performance. Parents and the students should also respond positively to the feedback given by continuous assessment to enhance its remediation as well as teacher dwelling on its outcome to adjust the teaching and learning process. The government should also improve on the conditions of teaching and learning in the public secondary schools.
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    Effect of testwiseness training on objective test performance in mathematics among secondary school students in Ekiti state
    (Department of Guidance and Counselling University of Ibadan, 2012-06) Ogundokun, M.O.; Olaoye, A.O.
    This study examined the effect of testwiseness training on objective test performance in mathematics among secondary school student in Ekiti State. The study employed a pre-test, post-test, control group quasi-experimental design with a 2x2x2 factorial matrix. A stratified random sampling was used to select 188 participants from four Senior Secondary Schools (two private schools and two public schools) in one local government areas in Ekiti state. The participants were randomly assigned to treatment and control groups. The treatment group was exposed to seven weeks training in testwiseness skills while participants in control group were not given treatment. Four hypotheses were tested at the 0.05 level of significance. Data were analyzed using Analysis of Covariance (ANCOVA). The results revealed that there was significant main effect of treatment on Mathematics achievement test scores of participants. There were no significant main effects of gender and school type on Mathematics achievement test scores of participants. There was also no significant interaction effect of treatment, gender and school type on Mathematics achievement test scores of participants. The study points to the need for Mathematics teachers to integrate Testwiseness training into the teaching of Mathematics.