INFLUENCE OF TEACHERS’ FORMATIVE ASSESSMENT PRACTICE ON SECONDARY SCHOOL STUDENTS’ SELF-REGULATED LEARNING CAPABILITY AND MOTIVATION TO LEARN IN OWERRI

Abstract

This study investigated influence of teachers’ formative assessment practice on secondary school students’ Self-regulated learning capability and motivation to learn in Owerri. Using a descriptive survey design of quantitative nature, 300 secondary school teachers were randomly selected from fifteen secondary schools in Owerri Municipal in Imo State for the study. The influence of teachers’ formative assessment practice on secondary school students’ self-regulated learning capability and motivation to learn scale (? = 0.83) was used for data collection. Three research questions were answered and two hypotheses tested. Data collected were analysed using Mean Deviation, Pearson Product Moment Correlation (PPMC) and Multiple regression at 0.05 level of significance. The result revealed that teachers’ formative assessment practice has significant positive influence on secondary school students’ Self-regulated learning capability and motivation to learn. Also, self-regulated learning capability made the highest contribution on students ability to  learn due to the use of formative assessment practice by teachers during classroom teaching and learning interactive process (?=0.296) followed by motivation (?=0.127) which made the least contribution. Likewise, formative assessment practice significantly correlates with secondary school students’ self-regulated learning capability to learn, r (298) = 0.332, p<.05. Furthermore, teachers’ formative assessment practice correlates significantly with secondary school students’ motivation to learn, r (298) = 0.274, p<.05. Therefore, it was recommended that teachers should endeavour to constantly use formative assessment practice during classroom teaching exercise as a measure to monitor student progress and adjust instruction to ensure continuous improvement on students’ learning standard.   Keywords: Formative assessment practice, Motivation, Self-regulated learning, School and Students’