Perception of Formative Evaluation Practices and Students’ Academic Performance In Junior Secondary Certificate Examination in Social Studies
Bassey E. Udoukpong, Cecilia P. Okon

Abstract
The study explored the extent to which students’ academic performance in Junior Secondary Certificate Examination (JSCE) in social studies is differentiated by their perception of teachers’ formative evaluation practices. A sample of 300 Junior Secondary Three (JS-3) students was surveyed. The subjects responded to a questionnaire on teachers’ formative evaluation practices while their academic performance was determined by their scores in social studies in JSCE. Students’ academic performance in social studies differed significantly on the basis of their perception of teachers’ formative evaluation practices. Students who perceived their teachers’ formative evaluation practices as “enhancing to learning” (positive) performed better than their counterparts who viewed same as “not enhancing to learning” (negative). Implications for research and practice in teaching-learning processes are suggested.

Full Text: PDF