LECTURERS’ INNOVATIVE ASSESSMENT TECHNIQUES AND STUDENTS’ LEARNING OUTCOME IN FACULTIES OF EDUCATION OF RIVERS STATE OWNED UNIVERSITIES

Abstract

The study examined lecturers’ innovative assessment techniques and students’ learning outcome in Faculties of Education of Rivers State owned Universities. The study adopted the correlational survey design with a population of 363 academic staff comprising 181 staff of Rivers State University and 182 staff Ignatius Ajuru University of Education all in the faculties of Education. The sample of the study was of 363 academic staff. The entire population was studied as a census without sampling due to the manageable size of the population. The instruments for data collection were two sets of questionnaires titled “Lecturers’ Innovative Assessment Techniques Questionnaire” and Students’ “Learning Outcome Questionnaire” respectively. The instruments were validated by two experts in Measurement and
Evaluation. The internal consistency of the two instruments were determined using the Cronbach Alpha statistics. A composite reliability coefficient of 0.82 was obtained which showed the instrument was reliable. The research questions were answered using Pearson Product Moment Correlation statistics. The hypotheses were tested using ttest transformation to establish the significance of the r-value at 0.05 level of significance. The findings of the study revealed that there is a high and positive relationship between lecturers’ use of computer assisted, peer and group assessment techniques and students’ learning outcome. Based on the findings of the study, it was recommended among others that Deans of Faculties of Education should organize seminars to educate lecturers in their respective faculties to use the computer assisted assessment technique for assessing their students as it would enhance their learning
outcomes