IMPACT OF TIMELY RELEASE OF RESULTS ON ACADEMIC PERFOMENCE OF STUDENTS IN BUSINESS EDUCATION
- Project Research
- 1-5 Chapters
- Quantitative
- Mean and Standard Deviation
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Educators
- NGN 3000
BACKGROUND OF THE STUDY
Academic result serves as feedback on the assessment of student’s performance on subject or course examination. Feedback that is both affirming and corrective is necessary for people to learn. Wolfenson (2020) defined feedback as information on the results of one's efforts, specific and timely which motivates students to improve. Since feedback is most often connected to grading that follows assigned work or assessment activities, Cobb (2018) say that grading "encompasses tailoring the test or assignment to the learning goals of the course...offering feedback so students can develop as thinkers and writers, communicating about students' learning to appropriate audiences, and using results to plan improvements in the classroom." Thus assessment provides feedback for both learners and teachers.
Conversely, the absence of prompt useful feedback reduces interest in learning. When instructors provide students with prompt feedback followed by discussion of incorrect responses, they are using one of the most powerful predictors of positive student outcomes. Walberg's meta-analysis of studies of educational interventions that had the greatest impact on student achievement in K-12 classrooms, found that instruction that incorporated feedback and correctives was one of most potent A few years later, higher education began focusing on giving prompt feedback as one of its "Seven principles for good practice in undergraduate education" .
The authors explain, "Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses". Most recently, study of the human brain suggests that we are biologically wired to seek and use feedback.
According to Lydiah & Nasongo (2019), it is imperative to note that If students are to benefit from feedback, it must not only be timely and frequent, but also useful for improving performance by addressing three areas: what students did well, what students need to improve on, and how to make this improvement. Feedback can take a variety of forms: formative, summative, individual, group, written, coded comments, and charts and rubrics of essential characteristics of assignments. Although giving detailed feedback is important, it may be even more important to give it in a timely manner . However it is pertinent as well to encourage students to carefully read and use feedback. The research intends to provide analysis of timely release of result and its effect on academic performance of student in business education.
Samuel (2015) said that to experience the real excitement of success, one must experience bitterness of failure for once, and from our errors we can learn more than learning from our success, and this does not mean that human deliberately fail to succeed, no one accepts that. On the contrary, we should look at failed experiences positively after going through them, to draw the required experiences for success then to invest failure in order to succeed and changing it from a painful memory to a situation providing us with the benefits and experiences throughout our lives. Human beings are eager to success and achievement in their scientific and practical lives at all levels, but lasting success cannot be achieved constantly because human rely on trying in their lives, and the consequences of this attempt is failing sometimes.
Failure does not mean giving up as long as it would not be the last objective in a person's life, but it becomes a motivation for success and a ladder to climb and moving towards the best to achieve the goals and objectives. In fact, failure is always associated with frustration and fear because of its relation to punishment from others which takes a form of disrespect, rebuke and punishment either physical or moral like, beatings and neglecting. Though, the fear of failure, committing mistakes, permanent feeling of guilt and not trying to succeed are the failure itself.
Education is a very important human activity. It helps any society fashion and model individuals to function well in their environment. According to Boit, Njoki and Chang’ach (2012), the purpose of education is to equip the citizenry to reshape their society and eliminate inequality. In particular, secondary education is an important sector in national and individual development. It plays a vital role in creating a country’s human resource base at a level higher than primary education (Achoka, Odebero, Maiyo & Mualuko, 2007). The vital role played by secondary education may partly explain the Kenyan government decision to introduce free tuition in public secondary schools in order to increase its demand (Ohba, 2009). Provision of quality secondary education is therefore important in generating the opportunities and benefits of social and economic development (Onsumu, Muthaka, Ngware & Kosembei, 2006).
One of the indicators of quality of education being provided is cognitive achievement of learners (United Nations Educational, Scientific and Cultural Organization, [UNESCO], 2005). According to Adediwura and Tayo (2007), academic achievement is designated by test and examination scores or marks assigned by the subject teachers. It could also be said to be any expression used to represent students’ scholastic standing. Levin, Wasanga and Somerset (2011) reported that the academic achievement of students at secondary school level is not only a pointer of the effectiveness of schools but also a major determinant of the well-being of youths in particular and the nation in general. Yusuf and Adigun (2010); Lydiah and Nasongo (2009) noted that the performance of students in any academic task has always been of special interest to the government, educators, parents and society at large.
Odhiambo (2005) contends that there is a growing demand from the Kenyan government and the public for teacher accountability. Schools are commonly evaluated using students’ achievement data (Heck, 2009). Teachers cannot be dissociated from the schools they teach and academic results of schools. It would therefore be logical to use standardized students’ assessments results as the basis for judging the performance of teachers. Teachers celebrate and are rewarded when their schools and teaching subjects are highly ranked. In Chile, for instance, teachers are rewarded collectively when they work in schools which are identified as high-performing by the National Performance Evaluation System of Subsidized Schools (Organization for Economic Cooperation and Development, 2005).
In Kenya teachers who excel in their teaching subjects are rewarded during open education day held annually in every district (Cherongis, 2010). While appreciating the value of rewarding teachers who produce better results, teachers should also not escape a portion of blame when students perform poorly. It has been proved that teachers have an important influence on students’ academic achievement. They play a crucial role in educational attainment because the teacher is ultimately responsible for translating policy into action and principles based on practice during interaction with the students (Afe, 2001). In their study, Wright, Horn and Sanders (1997) concluded that the most important factor influencing student learning is the teacher. Teachers stand in the interface of the transmission of knowledge, values and skills in the learning process. If the teacher is ineffective, students under the teacher’s tutelage will achieve inadequate progress academically. This is regardless of how similar or different the students are in terms of individual potential in academic achievement.
According to Rivkin, Hanusheck and Kain (2005), there has never been consensus on the specific teacher factors that influence students’ academic achievement. Researchers have examined the influence of teacher characteristics such as gender, educational qualifications and teaching experience on students’ academic achievement with varied findings. Akiri and Ugborugbo (2008) found that there was a significant relationship between teachers’ gender and students’ academic achievement. This is contrary to Dee cited in Akiri and Ugborugbo (2008). Yala and Wanjohi (2011) and Adeyemi (2010) found that teachers’ experience and educational qualifications were the prime predictors of students’ academic achievement. However, Ravkin et al (2005) found that teachers’ teaching experience and educational qualifications were not significantly related to students’ achievement.
Etsy (2005) study in Ghana found that the teacher factors that significantly contributed to low academic achievement were incidences of lateness to school, incidences of absenteeism, and inability to complete the syllabi. Oredein and Oloyede (2007) concluded that teacher management of homework and assignments given to students have an impact on student achievement especially when it is well explained, motivational, corrected and reviewed during class time and used as an occasion for feedback to students.
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