EFFICACY OF SELF AND PEER ASSESSMENT TECHNIQUES ON SELF REGULATED LEARNING IN COMPUTER SCIENCE AMONG SECONDARY SCHOOL STUDENTS IN EDO STATE

ABSTRACT

This study investigated efficacy of self and peer assessment techniques on self-regulated learning in computer science among secondary school students in Edo State. Three research questions and three null hypotheses guided the conduct of the study. The study adopted the Pre-test and Post-test non-equivalent quasi-experimental design. The population of the study comprises of all the students in Public Senior Secondary School two (SSII) in Ovia south- west local Government Area of Edo State.

The study use three schools with a sample of 104 senior secondary school two (SS11) students in their intact class in the three schools selected. The three schools were assigned to two experimental groups (self-assessment technique and peer assessment technique) and one control group. Data were collected from a 20-item four-point Likert scale format instrument tagged Self- Regulated Learning Assessment Scale in Computer Science (SRLASCS).

The instrument has a coefficient value of 0.75 determined using Cronbach- alpha method. Results revealed that there is no significant difference in the pre-test and post-test self-regulated learning mean scores of computer science students exposed to self-assessment technique as well as those exposed to peer-assessment technique. It was recommended that self and peer assessment techniques should be given more serious attention as a way of enhancing self -regulated learning.