Effects of Formative Assessment Strategy on Post Basic Students’ Attitude and Achievement in Social Studies in Katsina Metropolis, Nigeria

Abstract

Social Studies is a core subject in post basic schools in Nigeria because of the vital role it plays in the attitudinal development of Nigeria citizenry. A shortfall in the knowledge of the students in Social Studies means that the goal may not be realized, hence the need to improve instructional practices for solving the problem of poor achievement in the subject. This study investigated the effects of formative assessment strategy on post basic students’ attitude and achievement in Social Studies in katsina metropolis, Nigeria, using a quasi-experimental design. A simple random sample of 84 Post Basic two (JSS 2) students was selected for the study from a population of 5,996 JS 2 students. A Social Studies attitude questionnaire and Social Studies achievement test were used for data collection. Data were analyzed using descriptive and inferential statistical techniques. The findings revealed that formative assessment lead to increase positive attitude towards Social Studies and improved Social Studies achievement of the students. It was recommended that post basic school teachers should be trained and re-trained to update their knowledge in the use of formative assessment for making the teaching and learning of Social Studies more interesting and rewarding.

 Keywords: Formative assessment, Social Studies, students attitudes, achievement.

1. Introduction

Basic education in Nigeria is considered to be one of the rights of the individual. This is because education in Nigeria is considered as an ‘instrument per excellence’ for effecting national development (Federal Republic of Nigeria (FRN), 2014). The levels of education in Nigeria includes; early childhood education, basic education (lower and post or upper basic), senior secondary education and tertiary education. While the lower basic is the primary school, the post basic (PB) also known as upper basic (UB) education is the junior secondary (JS). In Nigeria, the post basic (JS/UB) is the last three years of the basic education system and students’ are usually admitted into this level after they might have passed the primary (lower basic) school leaving certificate examination.

The curriculum at the post basic level is geared towards the development of good virtues, some forms of literacy and vocational skills that would make learners to be law-abiding and contribute meaningfully to national development. At this level, some of the subjects taught include: English Language; Mathematics; Basic Science; Basic technology; Social Studies; Pre-Vocational studies among others (FRN, 2014). Social Studies is a dynamic subject with major focus on how to reshape the thinking patterns; social life; skills; attitudes and values of