EKWE JONAL

This study was examined to investigate the effects of formative assessment method on students’ achievement in senior secondary schools geography in Fagge Local Government Area of Kano State, Nigeria. Three specific objectives and three hypotheses guided the study. The study employed the quasi-experimental research design. Experimental and control group. Experimental group was taught using the formative assessment method while the control group was taught using traditional lecture method. A total of 78 students (44 males and 34 females) from two public senior secondary schools in Fagge LGA participated in the study. Purposive sampling technique was used. The formative assessment technique employed for the study included open-ended questions, written test and Geography Achievement Test (GAT). A validated test instrument was used to collect data from the students for this study, with the instrument adapted. Data collected were analysed using paired sample t-test and independent sample t-test statistical tools. They show that formative assessment method has a significant effect on the students’ achievement in geography, that is, in the pre-test and the post-test, the mean scores of the post-test is significant higher that the pre-test. It also revealed that there is significant difference in the mean achievement scores of student who are exposed and students who are not exposed to formative assessment method. Also, there is no gender difference in the achievement scores of geography students that are exposed to formative assessment. it was recommended that teachers should be trained on how to effectively implement formative assessment in their teaching and that evaluation of student learning should be continuous, providing feedback in a timely manner to help in the promotion of learning. 

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