Assessment of Students Learning In the Classroom in Secondary Schools in Delta North Senatorial District of Delta State. (Published)
The way and manner in which students go through specific steps or stages of learning or understanding resulted to the learning theories that must be met. These theories led to the assessment of student learning in the classroom in secondary schools. These theories are associated with certain type of instructions that yield productive outcomes in students learning in the classroom. The research design employed is the descriptive survey design. Two research questions were raised and two hypotheses were formulated for the study and tested at 0.05 level of significance. The sample of the study consisted of 360 secondary school teachers by means of stratified sampling technique. Questionnaire was used for gathering data for the study. Data collected were analyzed using mean and standard deviation for the research questions and t-test-statistic for the stated hypotheses. It was observed that there was significant difference between male and female teachers, urban and rural teachers’ assessment of student learning in the classroom in secondary schools in Delta North Senatorial District. This implies that some teachers applied these theories hap-hazardly when assessing students learning in the classroom. It is therefore recommended that teachers should develop and try out new assessment methods that give them better information about how to help students improve; Teachers should endeavour to attend seminars, symposia, workshops and conferences regularly to update their professional competence in classroom assessment.
Keywords: Assessment, Classroom and Theories of learning, Learning