Examining the Nexus among Formative, Summative and Students’ Self-Assessment in Secondary Schools in Ekiti State

Abstract

The study examined the nexus among formative, summative and students’ self-assessment in secondary schools in Ekiti State. Specifically, the study assessed formative assessment in secondary schools, examined summative assessment in secondary schools and assessed students’ self-assessment in secondary schools. This study was conducted using descriptive research of the survey type to gather information from a representative sample of the population under study. No manipulation of the variables was involved. The population for this study comprised of 24,983 students in Secondary schools in Ekiti State, as obtained from the department of planning and statistics, Ministry of Education Science and Technology, Ado Ekiti, Ekiti State as at December, 2025. A total of 200 students were selected as sample for the study, using multistage sampling procedure. The instrument used in collecting data for this study were a self-constructed and validated questionnaire titled “Teachers’ and Students’ Self-Assessment Questionnaire” (TSSTAQ)”, which consists of two sections. Section A presented socio demographic data such as students’ age, gender and class, section B 15 items to assess their knowledge on formative, summative and self-assessment techniques. Both face and content validity of the instrument were ensured by experts in experts in Tests and Measurement in the Faculty of Education, Ekiti State University, Ado Ekiti. Cronbach alpha reliability method was used in ensuring the reliability of the instrument and a reliability coefficient of 0.72 was obtained. Copies of the instrument were administered on the sampled students by the researcher with the help of two trained research assistants. The data collected were analyzed using descriptive and inferential statistics. The research question raised was answered using mean, standard deviation, frequency and percentage while hypothesis formulated was tested, using Analysis of Variance (ANOVA) at 0.05 level of significance.