EFFECT OF BEHAVIOURAL DOMAIN DIMENSION OF ASSESSMENT FEEDBACK ON SECONDARY SCHOOL STUDENTS’ SELF-EFFICACY AND ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ANAMBRA STATE

Abstract

The study investigated the effect of behavioural domain dimension of assessment feedback on secondary school students’ self-efficacy and academic achievement in Mathematics in Anambra State. Quasi-experimental research design was adopted for the study. The study population was made up of 10, 436 public senior secondary school two (SS 2) students in the six education zones in Anambra State. The sample size for the study comprised 125 SS 2 students obtained via simple random sampling and purposive sampling techniques. Validated Mathematics Achievement Test (MAT) and Mathematics Self-Efficacy Questionnaire (MSEQ) were employed for data collection. The reliabilities of MAT and MSEQ were established using inter-rater/scorer and Cronbach Alpha
Statistics for MAT and MSEQ respectively. Coefficients of 0.84 and 0.71 were respectively obtained for MAT and MSEQ. Data collected were analyzed using mean, standard deviation, and ANCOVA. The findings of the study revealed that secondary school students exposed to cognitive + affective feedback had higher mean achievement score (67.81) than those exposed to affective feedback only while those exposed to affective feedback had higher mean achievement score (61.50) than those exposed to cognitive feedback only (54.28) in Mathematics. More so, those exposed to those exposed to cognitive + affective (47.00) had the highest self-efficacy score among those exposed to cognitive only (45.43) and affective feedback only (39.33). In view of the findings of the study, it was recommended among others that Mathematics teachers should prioritize the use of both cognitive and affective dimensions of assessment feedback so as to enhance secondary school students’ academic achievement and self-efficacy in Mathematics.