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The major aim of giving education to all Nigerians is to provide them with a concrete and reliable basis for a self-reliant life. Since independence education has always been seen as the core of national development. The major aim was an assessment of materials and physical facilities situation in Tanzanian community secondary schools in trying to answer whether resources for successful teaching are available in the schools and they conform to the framework of quality education provision. Since independence Tanzanian educational system had gone through a number of significant changes. In 1962 the development plan and the expansion of secondary education, further, the abolition of racial discrimination and establishment of a single education system. In 1964 introduction of five years development plans, there were objectives were education of the country had met.
Nigeria has been striving to expand secondary education since independence in 1960 to date, guided with differences policy stances over time. However, the expansion strategies have been coupled with various education problems and challenges for planning. Education is one of the largest contributors of the national economic performance and human advancement and therefore requires greater commitment than other development activities Fisman and Roberta (2002), it also needs skilled and highly trained and dedicated staff, quality curriculum, infrastructure and adequate teaching and learning materials.
In Nigeria for example , when discussing the issues of quality education , it necessary not to leave aside the issues of work load , the low level of salaries and denial of teachers rights. In this regard this study attempts to explore in detail the expansion relation to quality education development in Nigeria has been guided by both macro- economic and sectorial policies. The Education training policy was boosted by two macro-economic policies which were formulated late in the late 1990’s namely the poverty reduction paper and Nigeria development vision 2025. A part from such policy, the government has forgotten ahead by giving education top priority in resources allocation. The challenges educational sector is facing are to ensure effective utilization and accountability of increasing utilization and accountability of increasing funding for provision of quality education.
Based on the understanding that education is a wide area of research, different studies can be conducted in its various components, such as subject areas, school contexts, assessments of achievement, and the teaching and learning processes.
However, in order to obtain a deep understanding, it is important to research quality from the perspective of people’s understanding. Thus, research on how teachers conceive the quality of secondary school education is needed to capture their understanding and suggestions for improvement (Shahzad, 2007; Gvaramadze, 2008). In this investigation, teachers are chosen because they are the main implementers of the curriculum and most of the realities and challenges discussed above need their attention. In their teaching, they experience various realities in schools that sometimes make them criticized.
Teaching in secondary schools for example, has been criticized as ineffective in preparing competent individuals (Bedi and Sharma, 2006; Davidson, 2006). Secondary school students are claimed to finish school as unprepared individuals who fail to demonstrate competencies in work and life (Benson, 2005) and hence become a burden on their societies (Shahzad, 2007). Teaching and learning in secondary schools are also claimed to produce only temporary knowledge and skills that are used only in answering examinations (Malekela, 2000; Wedgwood, 2006). In addition, teachers are accused of devoting less attention in their teaching to conceptual rather than procedural knowledge, which further leads to memorization of facts rather than concept meaning formation (Wedgwood, 2007). Students in secondary schools, therefore, learn superficial knowledge and the necessary work and life skills are left unattended (Sumra and Rajani, 2006). The poor achievements in examinations among secondary school students in Nigeria reflect this superficial and temporary knowledge.
The qualitative research also emphasizes three additional classroom practices: individualization, collaboration, and authentic assessment. Individualization means that teachers instruct each student by drawing upon the knowledge and experience that that particular student already possesses. Collaborative learning means that teachers allow students to work together in groups. Finally, authentic assessment means that assessment occurs as an artifact of learning activities. This can be accomplished, for instance, through individual and group projects that occur on an ongoing basis rather than at a single point in time (Golub, 1988; Graves & Sunstein, 1992; McLaughlin & Talbert, 1993).
The qualitative research suggests that this set of classroom practices can produce qualitative improvements in the academic performance of all students, regardless of their backgrounds. The focus on higher-order thinking skills is not only appropriate for advanced students; even those in need of more basic skills can benefit from understanding the conceptual basis of these skills. And individualization of instruction does not simply mean using special techniques for low-performing students; techniques developed to address the problems of low performing students can often help high-performing students as well. Regardless of the level of preparation students bring into the classroom, the qualitative research asserts, decisions that teachers make about classroom practices can either greatly facilitate student learning or serve as an obstacle to it.
Education is expected to produce graduates who are able to thrive in a fast changing world, meet challenges and solve problems, be entrepreneurial and create jobs, be critical and active citizens. The quality of secondary education in Nigeria is improving, the key achievements in the education sector include increased enrolment of both girls and boys at all levels of education, others achievements are also seen in terms of increased numbers of teachers and educational institutions.
However, there are still many challenges facing the Nigeria secondary education. For example in Nigerian secondary schools, curriculum is overloaded, poor supply of textbooks and other teaching and learning materials, low teachers qualifications and poor teaching abilities, low utilization rates for teachers, poor physical facilities, low number of hours-on-task by the students, inadequate financing of the community secondary education sub-sector compared to others.
The general objective of this study is to examine the impact of student assessment on the quality of education in Iganmode grammar school, Ota, Ogun State. The specific objectives include the following:
1.     To find out the prevalence of student assessment in Iganmode grammar school, Ota, Ogun State.
2.     To assess the attitude of students in Iganmode grammar school Ota towards class assessment.
3.     To examine the implication of student assessment towards their academic performance.
4.     To investigate the indicators of quality education in Iganmode grammar school Ota.
5.     To determine how Iganmode grammar school Ota have been working to attain quality of education.
The relevant research question related to this study include the following:
1.     Is there a prevalence of student assessment in Iganmode grammar school, Ota, Ogun State?
2.     What is the attitude of students in Iganmode grammar school Ota towards class assessment?
3.     What is the implication of student assessment towards their academic performance?

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