Contemporary evaluation techniques for assessing student’s achievement in science and mathematics and sciences

Abstract

The study employed a descriptive survey design involving 200 teachers randomly selected from ten public secondary schools in Anambra State. the objective was to examine contemporary evaluation techniques for assessing students’ achievement in science and mathematics, focusing on enhancing the validity, reliability, and authenticity of learning assessment. Data were collected using a validated and reliable self-structured questionnaire arranged on a four-point Likert scale. The researcher personally administered all questionnaires to ensure clarity and accuracy. Reliability was confirmed with a Cronbach Alpha coefficient of 0.95. Collected data were analyzed using mean and standard deviation, with 2.5 set as the benchmark for acceptance of questionnaire items. The findings showed that teacher qualification strongly influenced effective evaluation in science and mathematics, with high acceptance for items on quality teaching, subject mastery, and learner interest (means ranged from 3.20–3.35). Only one item was rejected (1.70). Evaluation resources also played a key role; effective use enhanced clarity and engagement (3.35, 3.30), while inadequate facilities hindered achievement (3.25). Some resource-related items were rejected (means between 1.42–2.10). Poor teaching methods further affected evaluation outcomes. Respondents agreed that teaching experience and appropriate methods improved student achievement (means 3.15–3.40), while a few items on negative effects were rejected (2.05, 2.55). The study concluded that contemporary evaluation techniques are vital for promoting deeper conceptual understanding, scientific reasoning, and problem-solving abilities among learners. It recommended targeted professional development, improved technological infrastructure, and supportive policy frameworks to strengthen their adoption in schools. This study adds to ongoing discourse on innovative approaches needed for enhancing science and mathematics learning outcomes in Nigerian secondary schools.