The purpose of this study was to access secondary teachers’ attitude towards the validation of non-standardized achievement test in Borno state, Nigeria. There were three objectives, three research questions, and two null hypotheses. This was tested at the alpha level of 0.05 significance. The U-test (Mann Whitney) was used to test hypothesis one while H-test was used to test hypothesis two. The study employed a survey research design with a population of 8100 teachers from Borno State’s four educational zones. 447 teachers were chosen using proportional sampling techniques. The data analysis revealed that the majority of teachers in Borno State have a negative attitude toward the validation of non-standardized achievement tests. 267 teachers out of 432 had negative attitude only 165 teachers have positive attitude towards validation of non-standardized achievement test. There was discernible difference in validation of non-standardized achievement test between teachers with difference qualification in secondary schools in Borno State (H=34.837, P = 0.001). The study also discovered that there is no discernible difference in the validation of non-standardized achievement between experience and inexperienced secondary school teachers in Borno State. (U=1.065, P= 0.287). It was concluded based on these findings that teachers in Borno State have negative attitude towards validation of non-standardized achievement test, teacher qualification influence validation of non-standardized achievement test in secondary schools in Borno State while years of experience did not influence validation of non-standardized achievement test. It was recommended that Seminar and workshops should be organized on regular bases for teachers to upgrade and update their proficiency skill in test construction and validation and to motivate them.
| Published in | Education Journal (Volume 11, Issue 4) |
| DOI | 10.11648/j.edu.20221104.20 |
| Page(s) | 200-207 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2022. Published by Science Publishing Group |
Attitude, Non-standardized Achievement Test, Validation, Teacher Qualification, Teacher Experience, Experience Teacher, Inexperience Teacher
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APA Style
Emmanuel Daniel Kaigama. (2022). Assessment of Teachers’ Attitude Towards Validation of Non-standardized Achievement Test in Secondary Schools in Borno State, Nigeria. Education Journal, 11(4), 200-207. https://doi.org/10.11648/j.edu.20221104.20
ACS Style
Emmanuel Daniel Kaigama. Assessment of Teachers’ Attitude Towards Validation of Non-standardized Achievement Test in Secondary Schools in Borno State, Nigeria. Educ. J. 2022, 11(4), 200-207. doi: 10.11648/j.edu.20221104.20
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author = {Emmanuel Daniel Kaigama},
title = {Assessment of Teachers’ Attitude Towards Validation of Non-standardized Achievement Test in Secondary Schools in Borno State, Nigeria},
journal = {Education Journal},
volume = {11},
number = {4},
pages = {200-207},
doi = {10.11648/j.edu.20221104.20},
url = {https://doi.org/10.11648/j.edu.20221104.20},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221104.20},
abstract = {The purpose of this study was to access secondary teachers’ attitude towards the validation of non-standardized achievement test in Borno state, Nigeria. There were three objectives, three research questions, and two null hypotheses. This was tested at the alpha level of 0.05 significance. The U-test (Mann Whitney) was used to test hypothesis one while H-test was used to test hypothesis two. The study employed a survey research design with a population of 8100 teachers from Borno State’s four educational zones. 447 teachers were chosen using proportional sampling techniques. The data analysis revealed that the majority of teachers in Borno State have a negative attitude toward the validation of non-standardized achievement tests. 267 teachers out of 432 had negative attitude only 165 teachers have positive attitude towards validation of non-standardized achievement test. There was discernible difference in validation of non-standardized achievement test between teachers with difference qualification in secondary schools in Borno State (H=34.837, P = 0.001). The study also discovered that there is no discernible difference in the validation of non-standardized achievement between experience and inexperienced secondary school teachers in Borno State. (U=1.065, P= 0.287). It was concluded based on these findings that teachers in Borno State have negative attitude towards validation of non-standardized achievement test, teacher qualification influence validation of non-standardized achievement test in secondary schools in Borno State while years of experience did not influence validation of non-standardized achievement test. It was recommended that Seminar and workshops should be organized on regular bases for teachers to upgrade and update their proficiency skill in test construction and validation and to motivate them.},
year = {2022}
}
TY - JOUR T1 - Assessment of Teachers’ Attitude Towards Validation of Non-standardized Achievement Test in Secondary Schools in Borno State, Nigeria AU - Emmanuel Daniel Kaigama Y1 - 2022/08/31 PY - 2022 N1 - https://doi.org/10.11648/j.edu.20221104.20 DO - 10.11648/j.edu.20221104.20 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 200 EP - 207 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20221104.20 AB - The purpose of this study was to access secondary teachers’ attitude towards the validation of non-standardized achievement test in Borno state, Nigeria. There were three objectives, three research questions, and two null hypotheses. This was tested at the alpha level of 0.05 significance. The U-test (Mann Whitney) was used to test hypothesis one while H-test was used to test hypothesis two. The study employed a survey research design with a population of 8100 teachers from Borno State’s four educational zones. 447 teachers were chosen using proportional sampling techniques. The data analysis revealed that the majority of teachers in Borno State have a negative attitude toward the validation of non-standardized achievement tests. 267 teachers out of 432 had negative attitude only 165 teachers have positive attitude towards validation of non-standardized achievement test. There was discernible difference in validation of non-standardized achievement test between teachers with difference qualification in secondary schools in Borno State (H=34.837, P = 0.001). The study also discovered that there is no discernible difference in the validation of non-standardized achievement between experience and inexperienced secondary school teachers in Borno State. (U=1.065, P= 0.287). It was concluded based on these findings that teachers in Borno State have negative attitude towards validation of non-standardized achievement test, teacher qualification influence validation of non-standardized achievement test in secondary schools in Borno State while years of experience did not influence validation of non-standardized achievement test. It was recommended that Seminar and workshops should be organized on regular bases for teachers to upgrade and update their proficiency skill in test construction and validation and to motivate them. VL - 11 IS - 4 ER -
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