ASSESSMENT OF ADVANCEMENT OF AFFECTIVE AND PSYCHOMOTOR TOOLS AMONG UNDERGRADUATES IN FACULTIES OF EDUCATION, UNIVERSITY OF CALABAR
This study aimed to assess the advancement of affective and psychomotor tools among undergraduates in Faculties of Education, University of Calabar, Nigeria. Two research questions were generated to direct the study and achieve its purpose. Survey research design was adopted for the study. A sample of two hundred (200) students was randomly selected for the study. The selection was done through the stratified random sampling technique. Assessment of Advancement of Affective and Psychomotor Tools (AAPT) was the main instrument used for data collection. The questionnaire was face-validated by professionals in measurement and evaluation. From the expert’s observation and comments, some items were dropped, some modified and some new ones were added. The reliability index of the instruments was established through the Cronbach Alpha reliability method. The reliability coefficient ranges from 0.83 to 0.91. Descriptive statistics of mean and standard deviation was the statistical analysis technique adopted to answer the research questions. The analysis results revealed that technology-supported skills for advancing affective and psychomotor tools among undergraduates in faculties of education at the University of Calabar, Nigeria, are significantly positive. This study underscores the need to integrate technology-supported skills into curricula to prepare learners for holistic development.
Key words: Assessment, Technology supported skills, Advancement, Affective and Psychomotor tools
Uchegbue, Henrietta Osayi; Ari-Tano, Agbor Judith Tawo-Oben; Otu, Bernard Diwa; & Anele, Ezebunwo
ASSESSMENT OF ADVANCEMENT OF AFFECTIVE AND PSYCHOMOTOR TOOLS AMONG UNDERGRADUATES IN FACULTIES OF EDUCATION, UNIVERSITY OF CALABAR
This study aimed to assess the advancement of affective and psychomotor tools among undergraduates in Faculties of Education, University of Calabar, Nigeria. Two research questions were generated to direct the study and achieve its purpose. Survey research design was adopted for the study. A sample of two hundred (200) students was randomly selected for the study. The selection was done through the stratified random sampling technique. Assessment of Advancement of Affective and Psychomotor Tools (AAPT) was the main instrument used for data collection. The questionnaire was face-validated by professionals in measurement and evaluation. From the expert’s observation and comments, some items were dropped, some modified and some new ones were added. The reliability index of the instruments was established through the Cronbach Alpha reliability method. The reliability coefficient ranges from 0.83 to 0.91. Descriptive statistics of mean and standard deviation was the statistical analysis technique adopted to answer the research questions. The analysis results revealed that technology-supported skills for advancing affective and psychomotor tools among undergraduates in faculties of education at the University of Calabar, Nigeria, are significantly positive. This study underscores the need to integrate technology-supported skills into curricula to prepare learners for holistic development. Key words: Assessment, Technology supported skills, Advancement, Affective and Psychomotor tools