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UTILIZATION OF COGNITIVE DIAGNOSTIC ASSESSMENT (CDA) AS A FEEDBACK TOOL BY SECONDARY SCHOOL TEACHERS IN MAIDUGURI METROPOLIS, BORNO STATE
Abstract:
The effective assessment of students' cognitive abilities is crucial for promoting meaningful learning experiences and academic success. This study investigates the utilization of Cognitive Diagnostic Assessment (CDA) as a feedback tool by secondary school teachers in Maiduguri Metropolis, Borno State. CDA is an assessment approach that aims to identify students' specific strengths and weaknesses in cognitive skills necessary for learning.
The research employed a mixed-methods approach, incorporating both quantitative and qualitative data collection techniques. A sample of secondary school teachers from Maiduguri Metropolis was selected using stratified random sampling, and data was collected through questionnaires and interviews. The quantitative data were analyzed using descriptive statistics, while thematic analysis was employed for the qualitative data.
The findings revealed that secondary school teachers in Maiduguri Metropolis recognize the importance of providing feedback to students to enhance their learning. However, the utilization of CDA as a feedback tool was found to be limited. The study identified several factors contributing to this limited utilization, including a lack of awareness and training on CDA, time constraints, and inadequate resources.
Furthermore, the study highlighted the potential benefits of utilizing CDA as a feedback tool. It showed that CDA could provide teachers with valuable insights into students' individual cognitive strengths and weaknesses, enabling them to tailor their teaching strategies accordingly. It also emphasized the potential of CDA to enhance students' metacognitive skills and promote self-regulated learning.
Based on the study's findings, it is recommended that educational authorities and school administrators in Maiduguri Metropolis prioritize training programs for teachers on CDA and provide them with the necessary resources and support to implement it effectively. Additionally, collaboration between schools, educational institutions, and policymakers can be fostered to create a conducive environment for the integration of CDA into the assessment practices in secondary schools.
Overall, this study sheds light on the current utilization of CDA as a feedback tool by secondary school teachers in Maiduguri Metropolis, Borno State. It underscores the importance of incorporating CDA into the educational system to promote personalized learning experiences and improve students' academic outcomes.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
UTILIZATION OF COGNITIVE DIAGNOSTIC ASSESSMENT (CDA) AS A FEEDBACK TOOL BY SECONDARY SCHOOL TEACHERS IN MAIDUGURI METROPOLIS, BORNO STATE, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
