IMPACT OF FREQUENCY OF TESTING ON ACHIEVEMENT IN MATHEMATICS AMONG SECONDARY SCHOOL STUDENTS IN OGUN STATE, NIGERIA

Abstract

This study examined the impact of frequency of testing on achievement in Mathematics among secondary school students in Ogun State, Nigeria. Two hypotheses were postulated to direct the study. Quasi experimental pre-test / post-test research design was used for the study. The population of the study comprised all senior secondary school students in Ogun State. The sample for the study comprised 157 (76 male and 81 female) SSII students selected (using Multistage Random Sampling technique) from five senior secondary schools located in five of the twenty Educational Zones in Ogun State. The schools were randomly assigned to the five experimental conditions (weekly testing, two weeks testing, three weeks testing, four weeks testing and control group). The Mathematics Achievement Test (MAT) was used as instrument for collecting data for the study. The data generated were analysed using descriptive statistics and Analysis of Covariance, tested at 0.05 level of significance. One of the two research hypotheses was accepted while the other was rejected. The findings showed that there was a significant difference in the scores of students’ Achievement in Mathematics as a result of exposing students to varying test frequencies. In addition, the study revealed that gender is not a significant factor when planning to improve Achievement in Mathematics. On the basis of these findings, test frequency of every two weeks was recommended to improve students’ academic achievement in Mathematics.