PEER, WRITTEN TEST ASSESSMENT STRATEGIES AND BIOLOGY STUDENTS’ ACADEMIC ACHIEVEMENT IN MICROSCOPY IN UYO LOCAL GOVERNMENT AREA OF AKWA IBOM STATE.
Abstract
The study was motivated by the lack of diversity in assessing concepts in biology
in secondary schools and theit’s associated effects on students’ academic
performance. For the study “Peer Assessment, Written Test Assessment and
Biology Students’ Academic Performance in microscopy in Uyo Local
Government Area”, three research questions and three research hypotheses
were formulated to guide the study. Two (2) public schools were selected from
Uyo Local Government Area for the study. The sample consisted of one hundred
(100) senior secondary two (2) students. The data collected during the study
were analyzed using pearsons product moment correlation analysis. The results
from the findings indicated that there is a significance relationship between the
peer and written test assessment strategies and biology students’ academic
performance in microscopy. The findings also revealed that there is no gender
influence on the academic performance of students taught microscopy and
assessed using peer assessment strategy and written test assessment strategy
respectively.
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