ABSTRACT
This study investigated teacher’s perceived use of affective assessment on personality and moral development of secondary school students in Umuahia North Local Government Area of Abia State. The study researched on the extent the use of affective assessment influences the personality and moral development of secondary school students in Umuahia North Local Government Area. Three research questions and three hypotheses were used for the study. The population of the study consists of (614) in Umuahia North Local Government Area. Stratified random sampling technique was used to select 242 subjects. A questionnaire titled Affective Assessment of Personality and Moral Development of Students Questionnaire (AAPEMODS) with twenty three items was utilized to analyze data. The instrument was validated by three experts, one in the field of measurement and evaluation, another in the field of education psychology and the other in the field of education management, all in the college of education; Michael Okpara University, Umudike. Responses from the teachers were analyzed with the statistical tools like frequency, mean, and standard deviation, while t-test statistics was used for the hypotheses. Findings from the study revealed that there was no statistically significant difference between the mean responses of male and female teachers on extent affective assessment influences personality and moral development of secondary school students in Umuahia North local government area. Also the study shows that there was no statistically significant difference between the mean responses of male and female teachers on ways of improving teachers’ assessment practices. This also shows that making assessment student-based, allowing students give opinions during assessments and avoiding the use of one particular method of assessment all the time are some of the methods used to improve teachers’ assessment practices. Based on these findings, it was recommended that teachers in secondary schools should be regularly exposed to workshops on the various practices involved in conducting assessments. School administrators should monitor the extent teachers conduct affective assessment in their schools. Education administrators should also liaise with the government to have uniform measurable items on the affective domain as this would encourage uniformity across schools. Also, the federal government and private organizations should put measures in place to sponsor teachers so they can learn advanced methods of assessment as this would improve our educational system and further improve the educational performance of secondary school students.
TABLE OF CONTENTS
Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
Table of content vi
List of Tables vii
Abstract
viii
CHAPTER 1 -
INTRODUCTION
1.1
Background to the Study 1
1.2
Statement of
the Problem 8
1.3
Purpose
of the Study 9
1.4
Research Questions 9
1.5
Hypotheses 10
1.6
Significance of the Study
10
1.7
Scope of the Study 11
CHAPTER 2 - REVIEW OF
RELATED LITERATURE
2.1 Conceptual
Framework 12
2.1.1 Concept of
assessment 12
2.1.2 Affective assessment 15
2.1.3 Importance of assessment 16
2.1.4 Affective domain 16
2.1.5 Personality
development 17
2.1.6 Importance of personality development 20
2.1.7 Concept of morality 22
2.1.8 Importance
of moral development 23
2.2. Theoretical
Framework 24
2.3 Review of Empirical Studies 28
2.4 Summary
of the Review of Related Literature 30
CHAPTER 3:
METHODOLOGY
3.1 Design of the
Study 32
3.2 Area of Study 32
3.3 Population of the Study 33
3.4 Sample and Sampling
Technique 33
3.5 Instrument for Data
Collection 33
3.6 Validation of the
Instrument 34
3.7 Reliability
of the Instrument 34
3.8 Method of Data
Collection 35
3.9 Method of Data Analysis 35
CHAPTER 4
- RESULTS AND DISCUSSION
4.1 Results presentation 36
4.2 Discussion of Findings 42
CHAPTER 5 –SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 46
5.2 Conclusion 47
5.3 Recommendations 47
5.4 Limitations
of the Study 38
5.5
Educational Implication of the Study
48
5.5 Suggestions
for Further Research 49
References 50
Appendices 55
LIST OF TABLE
Affective assessment influence
personality development of secondary school students in Umuahia north local
government area 38
Affective assessment influence moral
development of secondary school
students in Umuahia north local
government area. 39
Ways of improving teachers’
assessment practice 40
Summary of t-test statistics
analysis of the affective assessment influence
personalityand moral development of
secondary school students
41
Population of government secondary
school teachers in Umuahianorth local government area. 65
Result of data analysis 62
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
The dynamics of
education and its role in social transformations and national development makes
it essential that the content and processes of education are continuously
updated simultaneously with changing needs, aspirations and demands of the
society. Secondary education helps in formation of an individual’s personality,
and prepares persons for life ahead. Education plays an important role in the
overall development of individuals. The development of the personality is the
prime goal of education.
At this present
time in history, society is actually demanding that every child be educated,
and not just given that opportunity, but it is satisfying to have a way of
assessing students’ growth which in turn provides a feedback to support the contention
that teachers are actually causing learning to take place; and so assessment
has become the tool used to achieve this.
The word
assessment according to the Miriam Webster dictionary (2006) is an act of
making judgement/evaluation about something. The word assessment might be
interchanged with evaluation in the course of this study. Wikipedia (2017)
states that assessment as an educational context came into use after World War
2. It is a systematic way of documenting and using empirical data on the
knowledge, skills, attitudes, and beliefs to refine curricula, programs and
improve student learning. Edglossary (2015) gave a definition of assessment in
education as the wide variety of methods or instruments that educators use to
evaluate, measure, and document the academic readiness, learning progress,
skill acquisition, or educational needs of students. Guskey (2003) generally
outlined different measures to improve the use of assessments in schools to
include: making assessments useful to students and teachers, following
assessments with effective instructions, giving students room for second chance
to demonstrate success and the use of information obtained from certain
assessment to proffer solutions to problems in similar situations and as Abe
(2004) rightly stated that assessment of students as a classroom practice is
part and parcel of every teacher’s activities and those teachers who do not
assess their students cannot be said to be doing their job properly.
Also, this
assessment must cover every aspect of learning and it should be holistic as
this would help to gauge the overall performance and growth of the learner. But
the major problem encountered in educational assessment is the neglect in
assessing the affective domain of learning as observed by Nwachukwu and Ogudu
(2014) who stated that teachers are not comprehensively assessing students in
the three domains of learning; rather they pay attention to assessing only the
cognitive domain. The cognitive domain cannot be isolated from the affective
domain because for cognitive processes to occur, the affective domain must be
taken care of. Student’s willingness to learn is the energy that drives them to
learn. The affective domain is part of a system published in 1964 by David
Krathwohl for identifying, acknowledging, understanding and addressing how
people learn; as part of Benjamin Bloom’s taxonomy, this classification of
educational objectives includes the cognitive domain, the affective domain and
the psychomotor domain. The affective domain explains learning objectives that
place emphasises on a feeling tone, an emotion, or a degree of acceptance or
rejection. Affective objectives vary from simple attention to selected
phenomena to complex but internally consistent qualities of character and
conscience (Thomas, 2007).
Variables like;
empathy, graciousness, determination, honesty, hard work, creativity, conscientiousness
are some measurable affective variables found in the affective domain.
Affective domain has been selected by the researcher because it is the domain
that deals with students’ attitudes, interest, and values. As with the concept
of emotion, assessment of the affective domain is in a way rather vague,
lacking a universal, operationalised method. While emotion is at the centre of
the affective domain, it spreads quickly from there. This is because emotion is
often seen as involving three subcomponents: feeling, cognition, and behaviour.
Feeling is the physiological sensation a person experiences. Cognition is the
subjective thoughts that follow the sensation. Behaviour, which can be facial
display, body positioning, or a variety of other actions, is related to both
feelings and accompanying cognitions. Thus, the affective domain includes
physiological, cognitive, and behavioural processes related to emotion. It also
encompasses our awareness or our ability to discern our emotions and the
emotions of others, the ability to connect our emotions to those of others, the
display of emotion, and the ability to manage or regulate one’s emotions. Recently,
the concept of assessment has become an important factor on research in the
affective domain (Amy, Melissa, & William, 2003). UNESCO (2000) has also emphasised
the importance of the affective education in the present day scenario due to
three main reasons. Firstly due to inability of the modern day educational
system to help the students cope with the demands and stress of the ever
changing modern world. Teachers are more focused on assessing the material
facilities of a school rather than assessing the spirit of the system to shape
future citizens or the type of learning experiences the students get in the
schools may be shaping the future society (Rutter, 1991). Secondly, because
over time the school curricula have become immoderately and aridly academic at
the expense of the students’ social, moral, and personal values. This aridly
increased syllabus has laid a burden on the students and even the teachers
leading to the traditional way of teaching. This mechanical teaching process at
school prevents the student’s desire to learn, their sense of wonder, their
curiosity about the world, and their zeal to care for the human condition
(Chopra & Chabra, 2013). The third reason for providing affective education
is to make the educational process more enjoying, challenging and also
rewarding.
More parents,
professionals and people from the business/industrial community are demanding
their children, employees and generally the learner to be evolving, meek,
honest, innovative and imaginative. It is the responsibility of the teacher to
ensure that the learner possesses these qualities. This can be achieved by
assessing the affective domain. This type of assessment is referred to as the
affective assessment.
Affective
assessment is an assessment based on the student’s attitudes, interests and
values (Desphy, 2014). In a nut shell affective assessment is the assessment of
the affective domain and as Popham (2006) argued that affective measures are
equally, if not more, important as cognitive measures. Affective assessment
goes beyond measuring what students can do to what students would do in future.
Osunde (2008) gave an advice on assessing the affective domain when he stated
that the affective domain should be developed in an integrated manner with the
other domains, which requires a carefully planned teaching learning process,
which includes the student’s participation and active involvement. Such
teaching learning activities develop the affective attributes like positive
attitude, self worth, and interest in learning along with development of certain
values, which form an individual’s personality.
Personality
development is a lifelong process. Information gathered from skillsyouneed (2011)
reveals that personality development is a way for people to assess their skills,
values and qualities, consider their aims in life and set goals in order to
acknowledge and maximize their potential. Early life formative experiences are developed
at home and at school; it is the responsibility of the teacher to ensure that
the skills and qualities of their students are properly assessed. This gives
true revelation of the different variables associated with the affective
domain. The affective assessment can help the teacher streamline the student to
their given strength and help them grow up with it, because it reflects the
manner and character of the student. The affective assessment helps to identify
the skills the student needs to set life goals, enable personal empowerment. Abraham Maslow (1970) in his theory of self
actualization stated that all individuals have an inbuilt need for personal
development which occurs through a process called self actualization. Self actualization means the desire to become
what you are capable of becoming. It results into self fulfilment as a unique
individual. It is only proper that the teacher guides the student to self
actualization, which at a given point a form of assessment is required.
In the same
vein, moral development of the learner is also important as this usually forms
the judgement basis and the behaviour of the learner towards other people in
the society as observed by Godwin, Piazza and Rozin (2014) were they stated
that morality is the one thing we care about mostly when forming impressions of
a person. Also, Stronhminger and Nicholas (2014) have clearly stated that your
morality is what makes you. We care about an individual’s morality more than
any other factor, which includes their personality trait. Morality is an
important factor when it comes to evaluating others on a universal level. One
of the traits of morality is respect; evaluating whether a student respects a
fellow student and his teacher is important to understanding how such student
would likely treat others.
Moral
development is of importance in the field of education and psychology. American
psychologist Lawrence Kohlberg in 1963 broadened the work of Swiss psychologist
Jean Piaget to formulate a stage of moral development. Moral development is the
process through which children nurture and develop proper attitudes and
behaviours toward other people in society, based on social and cultural norms,
rules, and laws. Moral development should be a concern for every teacher; it
was not studied scientifically until 1950. Piaget through his research in 1932 came
up with the suggestion that children learn morality best by having to deal with
others in-groups. He opined that there was a process by which children conform
to society’s norms of what is right and wrong, and that the process was active
rather than passive. Piaget discovered two main differences on how children
thought about moral behaviour. Young children based their thinking on the
result of their action; this he called moral realism with objective responsibility.
It expounds why children are more interested in outcomes rather than
intentions. On the other hand, older children look at intentions rather than
outcome. Piaget also concluded that the best moral learning came from these
cooperative judgement making and problem solving events. He also believed that
children developed moral reasoning at an early age. Kohlberg’s work on moral
development premised on six stages which he says cannot be skipped. He also felt
that the only way to stimulate growth is through discussion of moral dilemmas
and participation in the rule of agreement of the group. The main aim of
assessment is to identify strengths and weakness of children and proffer
solutions. These can involve discussion, negotiation, and proper attention
afforded to that child. Thus teachers should from time to time interact with
their students. This interaction should be spurred by the assessment of the
student.
The learners’
personality and moral development can be known from the affective domain if it
is properly assessed. The reason most schools have inscribed in their motto,
‘in character and in learning’ is because it is expected the school should
develop and condition the intelligent quotient and also the emotional quotient
of the learner thereby producing students who are worthy in character and in
learning. The consciousness of this is the reason parents, professionals, and
the business/industrial community expects every learner to be morally sound,
and have a strong personality while having a strong cognitive base. For this to
be achieved, the affective domain should be assessed. This would ensure that
correction, if needed, would be promptly given and conditioned to get desired
development in the student’s life.
On the contrary,
Nwachukwu and Ogudu (2014) stated that teachers are not comprehensively assessing
students in the three domains of learning; rather they pay attention to
assessing only the cognitive domain. In response to his national alert, the
National Policy on Education (2013) was revised. It was hoped that this would promote
increased student performance with basic tasks, and consequently better equip
them for the future. The proponents of this policy hoped that students would
integrate the teaching of important skills identified in the curriculum into
their activities which will in turn shape their lifestyle. While the concept of
focusing on personal qualities has considerable appeal, a lack of precise
definitions and observable, teachable competencies often prevents the task of
attempting to teach affective skills to students.
To pursue
excellence systematically, a standard for excellence is needed. The National
Policy on Education (2008) has tipped education as an instrument par excellence
for effecting national development. To determine a level of excellence, an assessment
should be carried out and this assessment should be holistic just as Okpala and
Oyedeji (2006) stated that a complete assessment to maintaining standard must
cover all the three domains of educational objectives, and must take paramount
place when the teacher is assessing student’s outcomes, but as observed as
Nwachuchukwu and Ogudu (2014) there is a practice in place which appears to be
an incomplete type of assessment which leaves out the psychomotor and affective
domain; so it cannot be trusted to reveal the true students’ learning outcomes.
This might not be unconnected with the Nigerian society quest for paper
qualification, and so a student is permitted to graduate no matter how terrible
their manners are or how unskilled they may be (Ipaye, 1995).
Contrary, Idowu
and Esere (2015) have advised that the current assessment practice must be
re-examined if educational institutions intend to equip graduates with
attributes necessary for professional practice. This is the rationale behind
this study.
1.2 STATEMENT OF THE PROBLEM
From the view of
the researcher, 21st century teachers should be aware of their
student’s needs for future career development thus enhancing students’
competences and if the teachers do not carry out their job properly there might
be a defect in the life of the student. One of the jobs of a teacher is
assessment. Teachers are supposed to assess their students in the affective
domain as this would produce students who have developed good personality and
morals. Also, this would be a boost to the nation Nigeria as the students would
be well mannered and skilful.
Currently, the
decry of steady rise of ill behaviour/immorality coupled with the recent
revelation from the National Bureau of Statistics in (2017) that the Nigerian
state was experiencing recession, quickly prompted the federal government to
urged its citizens to look inward and be illustrious and skilful as it felt
this was a way out of recession. A look at the (2008) reviewed National Policy
on Education shows that no nation can develop without a national feeling along
with social feeling. Thus, the policy advocates that education should foster
the worth development of the individual, for each individual’s sake, and for
general development of the society. The key word is the development of the
individual for themselves and also for the nation; this would guarantee
personal and national development. How can development be measured without
assessing the individual? This assessment would be the tool to reveal if
actually development is taking place or otherwise. The development of the worth
of an individual, and the social development can be revealed in the affective
assessment but it has been observed that most teachers in the study area do not
properly assess the affective domain and one of the consequence is what the
National Bureau of Statistics have revealed to Nigeria.
Also, most
studies carried out in the area of assessment have not researched on the
personality and moral development of secondary school students with regards to
assessment. In modern times, instable economies have been made stable through
the efforts of individuals with great personality traits: who are creative,
hardworking, innovative, imaginary and industrious. To sustain the creative
industry, the work force and have a populace who are patriotic; the personality
and moral development of the students should be a necessity as they are the
future generation. On this basis, this study sought to find the influence of
affective assessment on personality and moral development of secondary school students
in Umuahia North Local Government Area of Abia State.
1.3 PURPOSE OF THE STUDY
The major
purpose of this study is to find out the use of affective assessment on
personality and moral development of secondary school students in Umuahia North
Local Government Area of Abia State. Specifically, the study seeks to:
- Find out the influence of affective assessment on
personality development of secondary school students in Umuaha North Local
Government Area of Abia State.
- Find out the influence of affective assessment on
moral development of secondary school students in Umuahia North Local
Government Area of Abia State.
- Identify ways to improve teachers’ assessment
practices.
1.4 SIGNIFICANCE OF THE STUDY
This study may
be beneficial to principals, curriculum planners, teachers, parents, students,
researchers, government, and the society at large.
Principals,
curriculum planners and teachers, this study may serve as a yardstick where
modifications are needed especially in the present system of assessment. It may
provide them with information on the importance of carrying out affective
assessment. It is also hoped that this research may facilitate a change of attitude
from the teachers in assessing learning outcomes, causing them to develop
enthusiasm for their job.
This study may
cause the student to develop basic scientific manipulative skills thereby
making them develop problem solving attitudes needed for the present and the
future. This study may encourage students to be conscious of their learning
environment and keep up as they are now aware of the fact that they will be
assessed in the affective domain of learning.
For researchers
who may in future want to study a related problem in Umuahia Local Government
Area or elsewhere, this work may serve as a good reference material. This study
may stimulate the government to organize seminars and workshops for training
and retraining of teachers in order to meet up with modern assessment practices.
The results,
suggestions and recommendations from this study may be a panacea for enhancing
the objectives of the national policy on education thereby rendering quality
education to the citizens.
1.5 RESEARCH QUESTIONS
The following
research questions were posed to guide the study:
- To what extent does affective assessment influence
personality development of secondary school students in Umuahia North
Local Government Area?
- To what extent
does affective assessment influence moral development of secondary school
students in Umuahia North Local Government Area?
- What are the ways of improving teachers’ assessment
practices?
1.6 HYPOTHESES
The following
hypotheses formulated were tested at a 0.05 level of significance.
H01. There is no significant
difference between the mean responses of male and female teachers on the extent
affective assessment influence students’ personality development.
H02 There is no significant
difference between the mean responses of male and female teachers on the extent
affective assessment influence the moral development of students.
H03 There is no significant
difference between the mean responses of male and female teachers on ways of
improving teachers’ assessment practices.
1.7 SCOPE OF THE STUDY
This study is
delimited to the influence of affective assessment on personality development and
moral development of secondary school students in Umuahia North Local
Government Area.
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