Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria

Samuel Oye Bandele; Matthew Femi Omodara; James Ayodele Oluwatayo

doi:doi:10.11648/j.edu.20140303.11

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Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria

Samuel Oye Bandele, Matthew Femi Omodara, James Ayodele Oluwatayo

Published in Education Journal (Volume 3, Issue 3)

Received: 25 January 2014 Accepted: 16 April 2014 Published: 20 April 2014

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Abstract

The study assessed teachers’ knowledge and the use of anecdotal records as tool for assessing pupils’ progress in basic schools in Ekiti and Oyo States of Nigeria. Participants were 200 teachers selected from 100 schools in Ekiti and Oyo State using stratified random sampling technique (Ekiti, N=100, Oyo, N=100) and (lower basic, N=100, upper basic, N=100). The instrument for collecting data was a self-constructed questionnaire on knowledge and use of anecdotal records with reliability coefficient estimated at 0.92 using test-retest method and Pearson Product Moment Correlation formula. Data were analyzed using frequency counts, percentages, chi square and t-test statistics, tested at 0.05 level of significance. Findings revealed that most teachers lacked the knowledge and do not use anecdotal records for the assessment of the learners in basic schools, there was significant association between the knowledge and use of anecdotal records for assessment. Significance difference existed between lower and upper basic school teachers in the use of anecdotal records in favour of upper basic teachers. It was recommended that teachers in Basic schools should be sensitized on the importance of anecdotal records as effective tools for assessing pupils’ progress in the schools.

Published in	Education Journal (Volume 3, Issue 3)
DOI	10.11648/j.edu.20140303.11
Page(s)	122-127
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Assessment, Anecdotal Records, Tools, Teachers, Pupils/Students, Basic Schools

References

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[3]	Grounlund Normane (1985). Measurement and Evaluation in teaching. 5th Ed. New York: Macmillan publishing Comp. 866 3rd Avenue. Pp. 384-390
[4]	Omodara, Matthew F. “Construction and validation of a science classroom activity schedule for senior secondary schools” unpublished.
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[6]	Bandele, Samuel O.& Omodara, Matthew F (2011). Challenges of examination as tool for quality assurance in schools. Journal of National Association for Science, Humanity and Education Research, 9(2): 108-112.
[7]	Sax, Gilbert (1980). Principles of educational and psychological measurement and evaluation. 2nd Ed. California: Wadsworth publishing company Belmont, Pp. 146-183
[8]	Kolawole, Emmanuel Babafemi (2005). Measurement and assessment in education. Lagos: Bolabay Publications. p. 38
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[10]	Alonge, Michael, F (2004). Measurement and evaluation in education and psychology. 2nd. Edit. Ado-Ekiti, Nigeria: Adebayo Printing (Nigeria) Limited. Pp 123-148
[11]	Ary, D. Jacob, L. C & Razalvich, A, (2002). Introduction to research in education. 6th Ed. Wadsworth Thmson leaving. Chapter 9: 241-274.
[12]	Omotayo, Taiwo O (2011). Challenges of implementing universal basic education (UBE) in Nigeria especially as it affects teachers’ preparation. Multidisciplinary Journal of Research Development. 17(1): 15-25.
[13]	Afolabi, F. O (200). Preparation of teachers for the effective implementation of secondary school curriculum in Ondo State. Journal of Educational Research and Evaluation. 4(1): 1-8
[14]	Gbore, L. O. (2013). Relative contribution of selected teachers’ variables and students’ attitudes toward academic achievement in biology among senior secondary school students in Ondo State, Nigeria. Mediterranean Journal of Social Sciences. 4(1): 243-250
[15]	Nuraihan Mat Daud (1994). Observing C.A.L.L. IATEFLTT SIG Newsletter (10): 17-19
[16]	Hopkins Kenneth D. & Stanley Julian C. (1981). Educational and psychological measurement and Evaluation. 6th Ed. New Jersey: Prentice – Hall Inc. Engle wood cliffs,
[17]	Ahman, J. S. & Glock, M. D (1981). Evaluating students’ progress. principles of test and measurement. 6th Ed. Boxtan: Allynad. Bacon Inc. 470 Atlantic Avenue.
[18]	Dines, Peter (1985). Examination and evaluation: evaluating the curriculum in the eighties. Great Britain: Hodder and Stoughton Ltd. Pp. 110-123
[19]	Mc Gourty, Jack, Bester field-Sacre, Mary and Shuman, Larry (2000). ABET’S Eleven student learning outcomes (a-k): Have we considered the implications?* Columbia University/University of Texas – El Paso/University of Pittsburgh, (2000), [online]. [Cited 4 June, 2009]. Available from: www.engr.pitt.edu/-ec2000/grant_papers/McGourty+ASEE-99PDF

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Samuel Oye Bandele, Matthew Femi Omodara, James Ayodele Oluwatayo. (2014). Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria. Education Journal, 3(3), 122-127. https://doi.org/10.11648/j.edu.20140303.11

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ACS Style

Samuel Oye Bandele; Matthew Femi Omodara; James Ayodele Oluwatayo. Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria. Educ. J. 2014, 3(3), 122-127. doi: 10.11648/j.edu.20140303.11

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AMA Style

Samuel Oye Bandele, Matthew Femi Omodara, James Ayodele Oluwatayo. Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria. Educ J. 2014;3(3):122-127. doi: 10.11648/j.edu.20140303.11

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@article{10.11648/j.edu.20140303.11,
  author = {Samuel Oye Bandele and Matthew Femi Omodara and James Ayodele Oluwatayo},
  title = {Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria},
  journal = {Education Journal},
  volume = {3},
  number = {3},
  pages = {122-127},
  doi = {10.11648/j.edu.20140303.11},
  url = {https://doi.org/10.11648/j.edu.20140303.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140303.11},
  abstract = {The study assessed teachers’ knowledge and the use of anecdotal records as tool for assessing pupils’ progress in basic schools in Ekiti and Oyo States of Nigeria. Participants were 200 teachers selected from 100 schools in Ekiti and Oyo State using stratified random sampling technique (Ekiti, N=100, Oyo, N=100) and (lower basic, N=100, upper basic, N=100). The instrument for collecting data was a self-constructed questionnaire on knowledge and use of anecdotal records with reliability coefficient estimated at 0.92 using test-retest method and Pearson Product Moment Correlation formula. Data were analyzed using frequency counts, percentages, chi square and t-test statistics, tested at 0.05 level of significance. Findings revealed that most teachers lacked the knowledge and do not use anecdotal records for the assessment of the learners in basic schools, there was significant association between the knowledge and use of anecdotal records for assessment. Significance difference existed between lower and upper basic school teachers in the use of anecdotal records in favour of upper basic teachers. It was recommended that teachers in Basic schools should be sensitized on the importance of anecdotal records as effective tools for assessing pupils’ progress in the schools.},
 year = {2014}
}

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TY  - JOUR
T1  - Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria
AU  - Samuel Oye Bandele
AU  - Matthew Femi Omodara
AU  - James Ayodele Oluwatayo
Y1  - 2014/04/20
PY  - 2014
N1  - https://doi.org/10.11648/j.edu.20140303.11
DO  - 10.11648/j.edu.20140303.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 122
EP  - 127
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20140303.11
AB  - The study assessed teachers’ knowledge and the use of anecdotal records as tool for assessing pupils’ progress in basic schools in Ekiti and Oyo States of Nigeria. Participants were 200 teachers selected from 100 schools in Ekiti and Oyo State using stratified random sampling technique (Ekiti, N=100, Oyo, N=100) and (lower basic, N=100, upper basic, N=100). The instrument for collecting data was a self-constructed questionnaire on knowledge and use of anecdotal records with reliability coefficient estimated at 0.92 using test-retest method and Pearson Product Moment Correlation formula. Data were analyzed using frequency counts, percentages, chi square and t-test statistics, tested at 0.05 level of significance. Findings revealed that most teachers lacked the knowledge and do not use anecdotal records for the assessment of the learners in basic schools, there was significant association between the knowledge and use of anecdotal records for assessment. Significance difference existed between lower and upper basic school teachers in the use of anecdotal records in favour of upper basic teachers. It was recommended that teachers in Basic schools should be sensitized on the importance of anecdotal records as effective tools for assessing pupils’ progress in the schools.
VL  - 3
IS  - 3
ER  -

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Author Information

Samuel Oye Bandele

Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria
Matthew Femi Omodara

Department of Guidance and Counselling, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria
James Ayodele Oluwatayo

Institute of Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria

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Samuel Oye Bandele, Matthew Femi Omodara, James Ayodele Oluwatayo. (2014). Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria. Education Journal, 3(3), 122-127. https://doi.org/10.11648/j.edu.20140303.11

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ACS Style

Samuel Oye Bandele; Matthew Femi Omodara; James Ayodele Oluwatayo. Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria. Educ. J. 2014, 3(3), 122-127. doi: 10.11648/j.edu.20140303.11

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AMA Style

Samuel Oye Bandele, Matthew Femi Omodara, James Ayodele Oluwatayo. Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria. Educ J. 2014;3(3):122-127. doi: 10.11648/j.edu.20140303.11

Copy | Download

@article{10.11648/j.edu.20140303.11,
  author = {Samuel Oye Bandele and Matthew Femi Omodara and James Ayodele Oluwatayo},
  title = {Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria},
  journal = {Education Journal},
  volume = {3},
  number = {3},
  pages = {122-127},
  doi = {10.11648/j.edu.20140303.11},
  url = {https://doi.org/10.11648/j.edu.20140303.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140303.11},
  abstract = {The study assessed teachers’ knowledge and the use of anecdotal records as tool for assessing pupils’ progress in basic schools in Ekiti and Oyo States of Nigeria. Participants were 200 teachers selected from 100 schools in Ekiti and Oyo State using stratified random sampling technique (Ekiti, N=100, Oyo, N=100) and (lower basic, N=100, upper basic, N=100). The instrument for collecting data was a self-constructed questionnaire on knowledge and use of anecdotal records with reliability coefficient estimated at 0.92 using test-retest method and Pearson Product Moment Correlation formula. Data were analyzed using frequency counts, percentages, chi square and t-test statistics, tested at 0.05 level of significance. Findings revealed that most teachers lacked the knowledge and do not use anecdotal records for the assessment of the learners in basic schools, there was significant association between the knowledge and use of anecdotal records for assessment. Significance difference existed between lower and upper basic school teachers in the use of anecdotal records in favour of upper basic teachers. It was recommended that teachers in Basic schools should be sensitized on the importance of anecdotal records as effective tools for assessing pupils’ progress in the schools.},
 year = {2014}
}

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TY  - JOUR
T1  - Anecdotal Records as Tools for Assessing Learners’ Progress in the Universal Basic Schools in Ekiti and Oyo States, Nigeria
AU  - Samuel Oye Bandele
AU  - Matthew Femi Omodara
AU  - James Ayodele Oluwatayo
Y1  - 2014/04/20
PY  - 2014
N1  - https://doi.org/10.11648/j.edu.20140303.11
DO  - 10.11648/j.edu.20140303.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 122
EP  - 127
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20140303.11
AB  - The study assessed teachers’ knowledge and the use of anecdotal records as tool for assessing pupils’ progress in basic schools in Ekiti and Oyo States of Nigeria. Participants were 200 teachers selected from 100 schools in Ekiti and Oyo State using stratified random sampling technique (Ekiti, N=100, Oyo, N=100) and (lower basic, N=100, upper basic, N=100). The instrument for collecting data was a self-constructed questionnaire on knowledge and use of anecdotal records with reliability coefficient estimated at 0.92 using test-retest method and Pearson Product Moment Correlation formula. Data were analyzed using frequency counts, percentages, chi square and t-test statistics, tested at 0.05 level of significance. Findings revealed that most teachers lacked the knowledge and do not use anecdotal records for the assessment of the learners in basic schools, there was significant association between the knowledge and use of anecdotal records for assessment. Significance difference existed between lower and upper basic school teachers in the use of anecdotal records in favour of upper basic teachers. It was recommended that teachers in Basic schools should be sensitized on the importance of anecdotal records as effective tools for assessing pupils’ progress in the schools.
VL  - 3
IS  - 3
ER  -

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