Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria
Volume 3, Issue 3, May 2014, Pages: 122-127
Received: Jan. 25, 2014;
Accepted: Apr. 16, 2014;
Published: Apr. 20, 2014
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Samuel Oye Bandele, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria
Matthew Femi Omodara, Department of Guidance and Counselling, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria
James Ayodele Oluwatayo, Institute of Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria
The study assessed teachers’ knowledge and the use of anecdotal records as tool for assessing pupils’ progress in basic schools in Ekiti and Oyo States of Nigeria. Participants were 200 teachers selected from 100 schools in Ekiti and Oyo State using stratified random sampling technique (Ekiti, N=100, Oyo, N=100) and (lower basic, N=100, upper basic, N=100). The instrument for collecting data was a self-constructed questionnaire on knowledge and use of anecdotal records with reliability coefficient estimated at 0.92 using test-retest method and Pearson Product Moment Correlation formula. Data were analyzed using frequency counts, percentages, chi square and t-test statistics, tested at 0.05 level of significance. Findings revealed that most teachers lacked the knowledge and do not use anecdotal records for the assessment of the learners in basic schools, there was significant association between the knowledge and use of anecdotal records for assessment. Significance difference existed between lower and upper basic school teachers in the use of anecdotal records in favour of upper basic teachers. It was recommended that teachers in Basic schools should be sensitized on the importance of anecdotal records as effective tools for assessing pupils’ progress in the schools.
Samuel Oye Bandele,
Matthew Femi Omodara,
James Ayodele Oluwatayo,
Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria, Education Journal.
Vol. 3, No. 3,
2014, pp. 122-127.
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