Impact of Assessment-Informed Instruction on Perceived Student Learning Outcomes in Public Secondary Schools in Rivers State

Abstract

This study examined the assessment-informed instruction and perceived student learning outcomes in secondary schools in Rivers State. The study adopted a descriptive survey design. A total of 285 teachers, comprising 138 males and 147 females, were selected using stratified random sampling from the three senatorial zones of Rivers State. Data were collected using a structured questionnaire titled Assessment-Informed Instruction and Student Learning Outcome Questionnaire (AIISLOQ). The instrument yielded a reliability coefficient of 0.84 using Cronbach's alpha, confirming its internal consistency. Data were analysed using mean, standard deviation, and independent t-test at a 0.05 level of significance. Findings revealed that teachers in Rivers State public secondary schools utilised assessment data in instructional planning to a low extent. However, they perceived assessment-informed instruction as having a high positive impact on student learning outcomes. The t-test analysis further showed a significant difference (p=0.03<0.05) between male and female teachers in their level of assessment data utilisation, favouring male teachers, while no significant difference existed (p=0.07>0.05) in their perception of its impact on students’ learning outcomes. Based on the findings, it was recommended, among others, that teachers be given continuous professional development on assessment data interpretation and utilisation and that school administrators should promote evidence-based instructional practices.