EAS Publisher | Effect of Assessment for Learning Strategy (AFLS) on Student’s Achievement and Interest in Senior Secondary School Mathematics in Ondo State

Effect of Assessment for Learning Strategy (AFLS) on Student’s Achievement and Interest in Senior Secondary School Mathematics in Ondo State

DOI : https://doi.org/10.36349/easjehl.2022.v05i05.002

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The paper examined the effect of assessment for learning strategy (AFLS) on Student’s Achievement and interest in Senior Secondary School Mathematics in Ondo State. The study employed quasi experimental research design involving the non-randomized pretest, posttest, control group. The population comprises all Senior Secondary II students in Akoko North East Local Government, Area of Ondo State. A sample size of 100 Senior Secondary II students from two public Secondary schools was used for the study. The sample was randomly grouped into one experimental and control groups. Data were collected using Mathematics Achievement Test (MAT) (r=0.76) and Mathematical Interest Inventory (MII) (r =0.82). Two hypotheses were generated to guide the study. The findings revealed that there was significant effect of treatment on students’ performance and interest with a F value=4.542 and p value 0.000 at 0.005 level of significance. Based on the findings, it was recommended that Assessment for learning strategy should be employed in teaching Secondary School students to enhance their interest in mathematics.

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