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EFFECT OF PEER ASSESSMENT TECHNIQUE ON SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN BIOLOGY IN AWKA EDUCATION ZONE
Abstract
The purpose of the study was to find out the effect of peer assessment technique on secondary school students’ achievement in biology. Two research questions and three hypotheses guided the study. Quasi experimental design was adopted for the study. The population for the study consisted of 1,708 Senior Secondary two (SSII) biology students in public co-educational secondary schools in
Awka Education Zone of Anambra state. The sample of this study consisted of 132 (2018/2019 session) SS2 biology students drawn through multi-stage sampling. Biology achievement test (BAT) was used to collect data. The BAT was validated by two experts in the Department of Educational foundations and Science Education and an experienced secondary school biology teacher. The data collected from BAT were tested for reliability using Kuder- Richardson Formula 20. Reliability index of 0.86 was obtained which guaranteed the use of the instrument for the study. Mean was used to answer the research questions while analysis of co-variance was used to test the null hypotheses at 0.05level of significance. The findings of the study revealed that students exposed to peer assessment technique performed better than those exposed to teacher assessment technique and that male students had a greater mean score than their female counterpart when exposed to both assessment technique. It was recommended among others that biology teachers should be trained and retrained to enable them engage students in peer assessment activities.
Keywords: Peer Assessment Technique, Achievement, Biology