Teachers’ Assessment Informed Instruction and Students’ Academic Performance in Public Senior Secondary Schools in Rivers State

Abstract

This study focuses on the relationship between teachers’ assessment informed instruction and students’ academic performance based on: (i) stating clear learning objectives (ii) teachers’ continuous assessment and (iii) teachers’ use of instructional assessment methods. The study adopted the correlational research design. The population of the study consists of all the public senior secondary school teachers in Rivers State. A simple random sampling technique was used to draw 180 male teachers and 220 female teachers totaling 400 teachers as the sample size. The instrument for data collection was the modified 4-points Likert scale and validated by experts in assessment, measurement and evaluation. The reliability coefficient of the instrument using Kuder-Richardson (K-R20) was 0.78 (i.e. 78%). Three research questions and three corresponding null hypotheses guided the study. Pearson Product Moment Correlation (PPMC) was used to answer the research questions and tested the null hypotheses at 5% probability level. The results obtained show that teachers assessment informed instruction significantly relate to students’ academic performances in schools. Finally, recommendations were made for teachers to use assessment informed instructions in assessing the students learning ability in schools.