EFFECT OF TEST METHOD ON STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN NNEWI EDUCATIONZONE OF ANAMBRA STATE

EFFECT OF TEST METHOD ON STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN NNEWI EDUCATIONZONE OF ANAMBRA STATE

  • Cyril Chukwuemeka Anosike Department of Educational Foundations, Faculty of Education, NnamdiAzikiwe University, Awka, Anambra State, Nigeria
  • Romy O. Okoye Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
Keywords: Test method, Academic achievement, Mathematics

Abstract

This study compared the mathematics achievement test scores of students exposed to open book and closed book test methods in Nnewi Education Zone of Anambra State, Nigeria. Three research questions and three hypotheses guided the study. The study was quasi experimental in nature and it adopted counterbalancing design. The population of the study comprised 3646 Senior Secondary 2 students in public secondary schools in 2018/2019 academic session. A sample of 506 SS 2 students, in 11 intact classes, was obtained through stratified random sampling technique. Mean, standard deviation, paired sample T-test and Repeated Measure ANOVA were used for data analysis.  Results showed a significant difference in students’ mathematics achievement in favour of the open book method and both male and female students had significantly higher achievement in open book method. The study concluded that students could achieve greater performance in open book mathematics test than in closed book mathematics test. It was recommended that government, education authorities, examination bodies, schools and classroom teachers should consider open book as one of the testing methods in school examinations and that a similar study should be carried out in other subjects.

Author Biographies

Cyril Chukwuemeka Anosike, Department of Educational Foundations, Faculty of Education, NnamdiAzikiwe University, Awka, Anambra State, Nigeria

Post graudate

Romy O. Okoye, Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria

Professor

Published
2020-07-03