Standardization of Basic Science Prognostic Tests for Universal Basic Education in South East, Nigeria
Chapter One
Purpose of the Study
The purpose of this study is to develop and standardize basic science prognostic tests.
- Develop prognostic test that incorporates the prerequisite skills for attaining the objective of basic science.
- Determine the psychometric properties of the basic science prognostic tests.
- Determine the readiness of students to study basic science
- Determine the degree to which the prognostic tests could predict achievement in basic science.
- Determine the difference in performance of class levels of basic four and seven from the scores of the prognostic tests of students.
- Determine the influence of gender on readiness of students to study basic science.
- Determine the influence of school location on the readiness of students to study basic science.
- Determine the influence of school type/ownership readiness of students to study basic science.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Universal Basic Education Curriculum
The UBE curriculum acknowledges that pupils live in an area that form the society and that their personal development is deeply affected by their relationship in the home and other people in the society. The curriculum take full account of these aspects of the pupil’s life in seeking to balance individual and social development, and in developing an appreciation of how the different dimensions of life complement each other and in helping the pupil to work co-operatively with others. The curriculum reflects the educational, cultural, social and economic aspirations and concerns of Nigeria society. It also takes cognizance of the changing nature of knowledge and society and caters for the needs of individual pupil in adjusting to such change to enable the pupil to live a full life. To develop interest in Mathematics, pupils need to acquire basic knowledge and skills in Mathematics to meet social needs. The provisions of MDGs and NEEDS profoundly influenced the objectives content, materials and methods of the nine-year basic education curriculum. UBE aim at development of life-long education was one of the provisions of MDGs. NEEDS was developed in response to the developmental challenges of Nigeria. NEEDS recognized that it is only through education these goals can be achieved. In order to achieve this, UBE draw a curriculum from the environment of the pupil as trade, farm measuring etc are emphasized in the curriculum and it also emphasize reasoning which is capable of letting the pupil generate objective of self-assessment. Thus, test items from the 31 curriculum should emphasize literacy, numeracy, social value, problem solving and manipulative skills Literacy is the ability to read and use written information as well as to write appropriately in a range of contexts .Literacy involves the integration of speaking, listening, and critical thinking with reading and writing. Literacy skills enable pupils to interact with one another to achieve particular purpose. Numeracy is the ability to reason and to apply simple numerical basic concept. Numeracy skills consist of comprehending fundamental Mathematics like addition, subtraction, multiplication, division etc. Examples 2 + 2 =4, 3 – 1 =2, 2 x 5 = 10. Numeracy involves using mathematical ideals efficiently to make sense of the world. Numeracy is a life skill. Being numerate goes beyond simple doing sum ‘doing sum’ means having the confidence and competence to use numbers and think mathematically in everyday life. Numeracy when used in the contexts as literacy means having a grasp of numbers and data arithmetic and reasoning necessary for everyday life. It means confidently handling money, understanding interest, using time tables, working out journey times and interpreting graphs and charts (National Numeracy for Everyone for Life, 2012). Social value seeks to develop pupils spiritually and morally and to foster in each pupil an ethical sense that will enable him/ her to acquire values on which to base choices and form attitudes. Promotes their emotional and physical development in a rapidly changing society, effective interpersonal and intra personal skills and skills in communication are essential for personal, social and educational fulfilment.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine Standardization of basic science prognostic tests for Universal basic Education in South East. Universal basic Education in Anambra state, South East form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to Standardization of basic science prognostic tests for universal basic Education in south east. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing Standardization of basic science prognostic tests for universal basic Education in south east.
Summary
This study was on Standardization of basic science prognostic tests for universal basic Education in south east. Seven objectives were raised which included: Develop prognostic test that incorporates the prerequisite skills for attaining the objective of basic science, determine the psychometric properties of the basic science prognostic tests, Determine the readiness of students to study basic science, determine the degree to which the prognostic tests could predict achievement in basic science, determine the difference in performance of class levels of basic four and seven from the scores of the prognostic tests of students, determine the influence of gender on readiness of students to study basic science, determine the influence of school location on the readiness of students to study basic science and determine the influence of school type/ownership readiness of students to study basic science.. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from universal basic Education in Anambra state, south east.. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The new bsasic instrument developed by the researcher is a standardised test with very high and relevant qualities of a good test. As such it will serve as an effective formative evaluating instrument for basic science. On a general note, pupils scored most of them score averagely. The implication is that the pupils and their teachers in Anambra state need more preparation for the pupils to score higher.
Recommendation
The Standardised basic science Achievement Test should be officially recognised as a standard test in Anambra States as it has all essential characteristics of good test.
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