Impact of Systematic Assessment of Instruction on Secondary School Students' Physics Achievement at Cognitive Level of Knowledge

dc.creator	Femi Adetunji Adeoye
dc.date	2010-04-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:29:27Z
dc.date.available	2015-08-12T11:29:27Z
dc.identifier	1306-3049
dc.identifier	https://doaj.org/article/8349b793e17c4a48a4dd9f1238d1c460
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30832
dc.description	The study examined empirically the impact of systematic and unsystematic assessment of instructions, cognitive style and gender on knowledge of physics concepts among Senior Secondary Two (SS II) Students in Lagos Island Local Government Area of Lagos State, Nigeria. It made use of 120 secondary school two (SS II) students (72 males and 48 females) in a pretest-posttest non-randomized control group design in which treatment systematic assessment at two levels was crossed with two levels of cognitive style and gender. Data analysis involved analysis of covariance and graphical illustration as post-hoc measures. The results indicate that allowing systematic attributes of continuous assessment (CASS) to come into play in physics teaching has significant effect on remembering of physics concepts across all the students’ cognitive style-gender groupings. The results also indicate a significant gender-group (in support of females) in remembering of physics concepts. These results show the need for secondary school physics teachers to bring in systematic characteristic of CASS into the assessment of physics teaching. The teachers should also be more patient with male students since their knowledge of physics concepts is significantly lower than that of their female counterparts.
dc.language	English
dc.publisher	Moment Publications
dc.relation	http://www.eurasianjournals.com/index.php/ejpce/article/view/222/pdf_86
dc.relation	https://doaj.org/toc/1306-3049
dc.source	Eurasian Journal of Physics and Chemistry Education, Vol 2, Iss 1, Pp 44-52 (2010)
dc.subject	Systematic Assessment
dc.subject	Achievement
dc.subject	Cognitive Style
dc.subject	Knowledge
dc.subject	Physics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Impact of Systematic Assessment of Instruction on Secondary School Students' Physics Achievement at Cognitive Level of Knowledge
dc.type	article