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Teachers utilization of formative assessment strategies in enhancing the teaching and learning in science subjects among senior secondary school students in Abia State

This study investigated teachers’ utilization of formative assessment strategies in enhancing the teaching and learning of science subjects in Abia State. Two research questions were answered and two null hypotheses were formulated to guide the study. The study adopted descriptive survey research design. The population for the study was 1636, made up of all the senior secondary Agricultural Science, Biology and Physics teachers in Abia State. Proportionate stratified random sampling technique was used to select 104 Agricultural Science teachers,173 Biology teachers and 86 Physics teachers making a total sample size of 363 science teachers (198 males and 165 females teachers). A structured questionnaire titled “Teachers Utilization of Formative Assessment Strategies in Enhancing Teaching and Learning in Science Subjects (TUFASTLSS) was developed by the researchers. The instrument was subjected to face validation by three experts in measurement and evaluation. A reliability coefficient of 0.83 was obtained using Pearson’s Product Moment Correlation Coefficient. The data collected were analysed using descriptive statistical tools. Frequency counts, mean and standard deviation were employed to answer the research questions with a set mean value of 2.50, while Analysis of Variance (ANOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that Science teachers use commonly known formative assessment strategies and neglect the more sophisticated and upgraded ones. Based on the findings, it was recommended among others that Science teachers in secondary schools should be trained on the use of the sophisticated and upgraded formative assessment strategies

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