TEACHERS' KNOWLEDGE OF BIG DATAAPPLICATION AS CORRELATE OF THEIR CLASSROOM ASSESSMENT PRACTICES IN SECONDARY SCHOOLS

Abstract

The study examined teachers' knowledge of big data application as correlate of their classroom assessment practices in secondary schools. The study adopted correlational research design. The sample of the study comprises of 209 teachers drawn from 1,241 teachers in Nsukka Education zone of Enugu state through simple random sampling by balloting with replacement. The 1,241 teachers were obtained from the 110 registered secondary schools in Nsukka education zone out of with 30 (10 private and 10 public) schools were randomly sampled. Teachers Knowledge of Big Data Questionnaire (TKBDQ) and Classroom Assessment Practice Questionnaire (CAPQ) were used for data collection. Each of the instruments was made up of 25 items. The TKBDQ elicited information of teachers' knowledge of Big Data while the CAPQ elicited information on teachers' classroom assessment practices. The instruments were validated by three experts in Measurement and Evaluation from University of Nigeria, Nsukka. The instruments were administered to the teachers and were collected immediately through direct delivery technique. The first research question was answered using linear regression analysis while research questions 2, 3, and 4 were analyzed using multiple regression. Hypothesis one was tested using t-test while hypotheses 2 and 3were tested using the t value for interaction obtained from Hayes Process Macro. Hypothesis 4 was also tested using the f value obtained from Hayes Process Macro, all at 0.05 level of significance. The findings of the study show that there is a significant, high and positive (.840) relationship between teachers' knowledge of big data application and their classroom assessment practice. Gender, school type and teachers' area of specialization does not significantly moderate the relationship between teachers' knowledge of big data application and their classroom assessment practice. The following recommendations were made among others; teachers should be furnished with students' data from the admission records so that they can tailor their teaching and assessment processes to improve the students' academic achievement. Teachers should be furnished with the data regarding students' performances from the first day in school, this will enable them understand the areas of students' strengths and areas of possible improvements.