Standardization of Basic Science Prognostic Tests for Universal Basic Education in South-East, Nigeria
Chapter One
Abstract
This study was on Standardization of basic science prognostic tests for universal basic Education in south east. Seven objectives were raised which included: Develop prognostic test that incorporates the prerequisite skills for attaining the objective of basic science, determine the psychometric properties of the basic science prognostic tests, Determine the readiness of students to study basic science, determine the degree to which the prognostic tests could predict achievement in basic science, determine the difference in performance of class levels of basic four and seven from the scores of the prognostic tests of students, determine the influence of gender on readiness of students to study basic science, determine the influence of school location on the readiness of students to study basic science and determine the influence of school type/ownership readiness of students to study basic science.. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from universal basic Education in Anambra state, south east.. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Chapter one
Introduction
Background of the study
The teaching-learning process involves continuous and interrelated series of instructional decisions concerning ways to enhance student learning. As such, teachers have numerous day to-day decisions that they must make that require some knowledge of their student’s aptitudes, achievements, and personal development. Such decisions have a tremendous influence on the lives of their students and as such need not be lightly made, and certainly never casually made. The teachers therefore, require a carefully collected evaluation data that will help them understand the learners better and aid the teachers in making more intelligent worthwhile educational decisions. Linn & Gronlund (1995) posit that evaluation techniques provide a more objective information and more dependable basis for teachers to make such judgments. That instructional decisions are more likely to be sound when they are based on informations that are accurate, relevant and comprehensive. The effectiveness of instruction depends to a large extent on the quality of the evaluation information o n which decisions are based.
Abonyi (2003) posits that evaluation instruments are tools used for measuring the present value of the quality under observation. This implies that without a suitable instrument, the value of the quality under investigation cannot be adequately assessed. Likewise, Anastasi and Urbina (2005) pointed out that tests are means of gathering data for making decisions about the individual or group. Well-constructed tests are essential prerequisites for the precise measurement of individuals.
Kerlinger (1992) posits that certain problems cannot be satisfactorily studied, because methods do not at present exist to collect data implied by the problems or existing methods and even those to be invented may not be capable of yielding the precise data needed. By this Kerlinger stressed that evaluation instruments help researchers or teachers obtain measures of variables “so that they can bring empirical evidence to bear on research question”. For this reason, there is need for evaluation instruments, that will be accurate, relevant and comprehensive, that will provide quality evaluation information on which sound conclusion or plan for action about the student will be based.
Anastasi and Urbina (2005) observed that at present, schools are among the largest test users. Among many educational uses of tests include the classification of children with reference to their ability to profit from different types of school instruction and the identification of outstanding slow or fast learners. Test therefore is the best instrument that could be used as first step to get information that will enable the school to take care of the differences in the learning abilities of students for proper instruction and implementation of the curriculum. Failure to take care of differences in learning abilities of students will bring about failure of many students and thus improper implementation of the curriculum (Paul, 2005: 318). Based on this use of test technique, Linn & Gronlund (1995) clearly pointed out that one of the major aims of the school is to assist each student to achieve the maximum of which he is capable, as such standardized achievement and aptitude test play prominent role in identification of differences in learning abilities of target students in the school. It requires first and foremost the assessment of each student to find out the maximum of which he is capable. To do this, some estimate of students’ ability in science and other subjects is necessary in determining learning readiness, in individualizing instruction, in organizing classroom groups, in identifying underachievers, outstanding slow or fast learners, in diagnosing learning problems, in placing students in special classes, and in assisting students with their educational and vocational plans. Although the results of achievement tests are also useful for these purposes, aptitude tests make a unique contribution. Students in schools have varying learning abilities and the same is true about students coming from various primary schools into junior secondary school to study basic science. There is therefore, need for selection and grouping to ensure that instructions are made relevant to students with different learning abilities. By this instructions will be adapted to individual needs. Teaching can be most fruitful when it meets learners at whatever stage they happen to be. Ascertaining what individuals need, are already able to do and what they already know about a subject is thus a necessary first step for effective teaching. By giving prognostic test at the beginning of the school year, educators can take constructive steps to fill the major gaps in knowledge revealed by test results (Anastasi & Urbina, 2005).
Statement of Problem
A number of approaches have been used to tackle the issue of students’ poor achievement in science but they have not yielded the desired result. There is therefore a need for a comprehensive examination of this problem and this should include readiness since readiness in science has been identified as a factor (limiting or facilitating) learning of science (Borich & Tombari, 1995). Any comprehensive study of science achievement should start with prognostic test first to ascertain students’ readiness. A search in literature in Nigeria show there is no test of this kind in basic science with focus on Nigerian children. Since the effectiveness of instruction depends to a large extent on the quality of the evaluation information on which decisions are based, non-availability of relevant, accurate and comprehensive test that will accurately measure readiness in basic science at this level of education in Nigeria warrants this study.
Therefore, the problem of this study posed as a question as suggested by Kelinger (1981) and Ali (2006) is: How possible is it to develop basic science prognostic tests whose psychometric properties of validity, reliability and objectivity are high for finding out the readiness of entrants from lower basic to middle basic and from middle basic to upper basic to study basic science? Also how would students’ gender, school location and type of school influence students’ readiness to study basic science.
Purpose of the Study
The purpose of this study is to develop and standardize basic science prognostic tests.
- Develop prognostic test that incorporates the prerequisite skills for attaining the objective of basic science.
- Determine the psychometric properties of the basic science prognostic tests.
- Determine the readiness of students to study basic science
- Determine the degree to which the prognostic tests could predict achievement in basic science.
- Determine the difference in performance of class levels of basic four and seven from the scores of the prognostic tests of students.
- Determine the influence of gender on readiness of students to study basic science.
- Determine the influence of school location on the readiness of students to study basic science.
- Determine the influence of school type/ownership readiness of students to study basic science.
Hypotheses
The following null hypotheses were tested for significance at the alpha 0.05.
- Student’s gender is not a significant predictor of degree of readiness to study science.
- School location is not a significant predictor of degree of readiness to study science
- School type/ownership of school is not a significant predictor of degree of readiness to study science
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