Effects of two assessment methods on learning outcomes of pupils in social studies: a case study of University of Ibadan Staff School

Abstract

This study sought to determine experimentally the relative effects of two methods of assessment on learning outcomes of pupils in social studies at the primary School level. As distinct from what is currently obtaining in most schools in Nigeria, the study discussed the development of continuous assessment in Nigeria, laying emphasis on the importance and the essence of using the three domains of this method of assessment in evaluation of pupils' work. Using 60 Primary 3 pupils of staff school, University of Ibadan, who were randomly selected and assigned to treatment and control groups, they were exposed to four-weeks of teaching during which cognitive, affective and psychomotor domains were assessed. The findings of the study did not seem to lend support to the superiority of performance. Also, the findings revealed that when pupils of this age level, are exposed to continuous assessment procedures, they develop positive attitudes to school, while their attitudes toward social studies as a school subject may not necessarilly appreciate. However, the experimental subjects seemed to have done better on the psychomotor tests as they improved considerably in writing and drawing during the period, than their counterparts.