USE OF AFFECTIVE ASSESSMENT ON THE PERSONALITY AND MORAL DEVELOPMENT OF SECONDARY SCHOOL STUDENTS IN UMUAHIA NORTH LOCAL GOVERNMENT AREA: TEACHER’S PERCEPTION

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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:

  1. Find out the influence of affective assessment on personality development of secondary school students in Umuaha North Local Government Area of Abia State.
  2. Find out the influence of affective assessment on moral development of secondary school students in Umuahia North Local Government Area of Abia State.
  3. 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:

  1. To what extent does affective assessment influence personality development of secondary school students in Umuahia North Local Government Area?
  2.  To what extent does affective assessment influence moral development of secondary school students in Umuahia North Local Government Area?
  3. 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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