An Investigation of Evaluation Techniques Used by Social Studies Teachers in Junior Secondary Schools in Edo State, Nigeria

Abstract

This study is designed to assess evaluation techniques used by Social Studies teachers in classrooms. The study adopted a survey research design utilizing questionnaire and observation of actual classroom teaching. Three hypotheses were addressed in this study. A sample of 173 teachers were randomly selected from 150 junior secondary schools in ten local government areas of Edo state. Out of the 173 teachers, 50 teachers were randomly selected for classroom observation. Data was collected and analyzed using Z- test and Analysis of Variance (ANOVA) statistics. The result revealed that majority of the social studies teachers were not using the appropriate evaluation techniques in social studies classrooms. Findings from the classroom observation revealed that evaluation of students were predominantly in the area of cognitive domain which requires students to regurgitate memorized knowledge. It also revealed that teachers’ experience did not influence their use of appropriate evaluation techniques. Recommendations were made including the need for prospective teachers to have thorough understanding of evaluation procedures in order to facilitate students' learning and improve instruction in social studies.