TEACHERS’ COMPETENCIES IN ASSESSING STUDENTS’ AFFECTIVE OUTCOME IN SECONDARY SCHOOL MATHEMATICS
The study investigated teachers’ competencies in assessing students’ affective outcome in secondary school mathematics in Nsukka Education Zone of Enugu State. Seven research questions and three hypotheses guided the study. To carry out the study, descriptive survey research design was adopted. The population of the study was 134 mathematics teachers’ from the 60 government owned secondary schools in Nsukka Education zone. The sample for the study was 63 mathematics teachers’. Questionnaire on Teachers’ competencies in assessing students’ affective outcome (QTCAAO) was used as the instrument for data collection. The research questions were answered using mean and standard deviation while the hypotheses were tested using t-test. The findings of the study revealed that mathematics teachers’ possess the competencies in developing affective assessing instrument, possess the competencies in gathering data on students’ affective behaviors but do not possess the competencies in scoring and interpreting of affective instrument as well as in using data from affective instrument to direct instruction. Results also revealed statistically significant influence of mathematics teachers’ qualification and experience on competencies in assessing affective outcome of students. Gender was not a significant factor.