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ATTITUDE OF NATIONAL TEACHERS INSTITUTE POST GRADUATE STUDENTS TOWARDS TEST AND ASSIGNMENT: A CASE STUDY OF THE FEDERAL CAPITAL TERRITORY CENTRES

Abstract

This study investigated the Attitude of National Teachers Institute Postgraduate Students Towards Test and Assignment: A Case Study of the Federal Capital Territory Centres. A quantitative survey research design was adopted to explore the attitudes of NTI postgraduate students towards tests and assignments and identify the factors influencing these attitudes. A structured questionnaire was designed and administered to a sample of 133 respondents. The data collected were analyzed using frequency tables, simple percentages, and a one-sample t-test. The results of the study revealed that the majority of respondents held positive attitudes towards tests and assignments, viewing them as important components of their learning process. However, many students reported experiencing stress and anxiety when preparing for these assessments. The workload associated with tests and assignments was found to have a significant impact on students’ attitudes, with a majority indicating that heavy workloads negatively affected their perceptions. Additionally, the type of assessment, such as written exams, essays, and presentations, significantly influenced students’ attitudes towards tests and assignments. Positive attitudes were found to be linked with better academic performance, while negative attitudes were associated with challenges in academic success. The one-sample t-test confirmed that students’ attitudes towards tests and assignments had a significant relationship with their academic performance. Based on these findings, the study concluded that promoting positive attitudes towards assessments is essential for improving academic outcomes. The study recommended that educators consider reducing workloads and diversifying assessment types to alleviate stress and enhance students’ learning experiences. In conclusion, this study provided valuable insights into the factors affecting postgraduate students’ attitudes towards tests and assignments. By addressing these factors, educational institutions can improve the academic performance and well-being of students, ultimately fostering a more positive learning environment.

 

 

 

 

 

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

In the context of educational systems, assessments in the form of tests and assignments serve as critical tools for measuring the learning progress and academic competence of students. These assessments are vital components of the curriculum in post-graduate education as they not only evaluate the cognitive abilities of students but also prepare them for professional challenges in their respective fields. For instance, peer-assessment strategies have been shown to significantly impact academic performance by encouraging self-reflection and accountability among students (Abdelkari & Abuiyada, 2022). As such, evaluations in postgraduate programs not only assess knowledge but also contribute to the overall development of students, particularly in fields that require high levels of competence and critical thinking.

The National Teachers’ Institute (NTI), as a leading institution for teacher education in Nigeria, plays a pivotal role in the academic and professional development of teachers, particularly through its postgraduate programs. NTI’s programs are designed to improve the quality of education by enhancing teachers’ knowledge and skills. In this regard, studies suggest that peer and self-assessment approaches significantly improve self-efficacy and autonomy in students, particularly in subjects like mathematics, where such tools help students evaluate their understanding and identify areas of improvement (Achor & Ukwuru, 2022). This approach aligns with the institute’s mission to provide high-quality educational experiences for future educators who will, in turn, shape the education system across the country.

The Federal Capital Territory (FCT) of Nigeria is home to several NTI centers where postgraduate students pursue various programs aimed at enhancing their teaching skills. These centers are instrumental in providing targeted education that reflects the specific needs of teachers in Nigeria’s educational landscape. As part of their academic journey, students are often required to complete various assessments, including written exams and assignments, which serve as benchmarks for their academic progress. Previous research has identified peer assessments as essential in reinforcing learning, particularly in complex subjects, helping students understand not only the material but also how to collaborate and engage in critical discussions (Alade & Moyosore, 2020).

Given the importance of tests and assignments in assessing students’ mastery of subjects and their readiness for teaching, the attitude of postgraduate students towards these evaluations is crucial in determining the effectiveness of these educational tools. Some students perceive these assessments as essential for learning and personal growth, while others may view them with apprehension. This could be due to the perceived pressure associated with exams or the heavy workload that often accompanies assignments. Understanding these attitudes is critical, as it can help tailor educational strategies that address students’ concerns and improve their overall experience with assessments (Alegre et al., 2019). For example, the incorporation of peer-tutoring approaches can alleviate the anxiety associated with traditional assessments by fostering a more collaborative learning environment.

While some students perceive these assessments as essential for learning, others might view them with apprehension, possibly due to perceived workload, pressure, or their approach to learning. Research has shown that peer assessment can reduce anxiety and build confidence among students by encouraging a more balanced and reflective approach to learning (Bashir, 2022). This shift in attitude can improve the overall learning experience and lead to more meaningful engagement with the content, resulting in better academic outcomes. However, this effect varies across students and may depend on factors such as individual learning styles, subject matter, and the specific structure of the assessment.

Understanding these attitudes can provide insights into how assessments are received and how they can be made more effective. It is important to recognize that students’ perceptions of assessments are influenced by multiple factors, including their previous experiences with testing, their confidence in the subject matter, and the feedback they receive from instructors. Evaluating these factors can help educators design assessments that not only measure knowledge but also promote a positive learning experience for students. Previous studies on peer-assessment have emphasized the importance of feedback, as it allows students to engage with their learning process and receive constructive criticism that can drive improvement (Double, McGrane, & Hopfenbeck, 2020).

The study, therefore, aims to explore the attitudes of NTI postgraduate students in the Federal Capital Territory towards tests and assignments, seeking to identify factors that influence their perceptions and the implications these perceptions have for the educational process. By examining the relationship between students’ attitudes towards assessments and their academic performance, this research will help shed light on how assessment methods can be improved to foster a more engaging and supportive learning environment. As noted by various studies, effective assessment strategies can not only measure students’ academic achievement but also enhance their motivation, leading to better overall performance (Furo, 2023).

This research will contribute to enhancing the assessment process and provide recommendations for improving teaching and learning experiences in the NTI postgraduate programs. By identifying the factors that shape students’ attitudes towards assessments, the study will offer insights that can help NTI and similar institutions design assessment strategies that are more effective in engaging students and supporting their academic success. A better understanding of these factors can also guide the development of teaching practices that encourage active participation and reduce the stress often associated with assessments, making the overall learning experience more rewarding for postgraduate students (Ibrahim, 2022).

1.2 Statement of the Problem

The role of assessments, including tests and assignments, in postgraduate education is critical for evaluating students’ academic abilities and readiness for professional challenges. However, there is limited research on how postgraduate students, particularly those in the National Teachers’ Institute (NTI) in Nigeria, perceive these assessments, especially in relation to their attitudes and the factors influencing these attitudes. While the importance of assessments in promoting learning is well established, understanding students’ perceptions of these evaluations remains a significant gap in the existing body of research (Alegre et al., 2019). This gap hinders the development of effective assessment strategies that can cater to the diverse needs of students in postgraduate programs.

Most existing studies on assessments in Nigerian higher education primarily focus on undergraduate students, leaving postgraduate students’ attitudes largely unexplored. Research on peer-assessment and self-reflection in educational settings has revealed that students’ engagement with assessment processes is influenced by their perceptions of these tools (Abdelkari & Abuiyada, 2022). However, such studies have often overlooked the unique experiences of postgraduate students, particularly those enrolled in teacher training programs, which may require different evaluation strategies. There is a lack of research addressing the specific perceptions of NTI postgraduate students in the Federal Capital Territory towards assessments, especially considering their distinct learning environment and curriculum. Understanding how these students view tests and assignments, and how they interact with them, is crucial for improving their learning outcomes (Alade & Moyosore, 2020).

Furthermore, existing literature has not sufficiently explored the factors that shape students’ perceptions of assessments in the NTI context. Previous studies have often considered factors such as workload, pressure, and previous experiences with tests in more general educational settings (Bashir, 2022). However, little attention has been paid to how the unique nature of NTI postgraduate programs—such as their focus on teacher training and professional development—may influence students’ attitudes toward assessments. Without this understanding, it becomes challenging for educators and policymakers to tailor assessments that are both effective and student-centered (Furo, 2023).

Additionally, research on assessment practices in Nigeria has largely focused on the effectiveness of assessment tools themselves, with minimal emphasis on the role of student attitudes in shaping educational success (Achor & Ukwuru, 2022). This study, therefore, seeks to fill these gaps by exploring the attitudes of NTI postgraduate students toward tests and assignments, identifying the underlying factors that influence these perceptions, and providing insights into how these assessments can be enhanced to improve learning outcomes and overall educational effectiveness in NTI postgraduate programs.

1.3 Objective of the Study

The purpose of this study is to examine the attitudes of postgraduate students of the National Teachers’ Institute (NTI) in the Federal Capital Territory (FCT) towards tests and assignments. Specifically, the study aims to:

1. Identify the general attitudes of NTI postgraduate students towards tests and assignments.
2. Determine factors that influence these attitudes, such as workload, assessment types, and learning styles.
3. Assess the impact of these attitudes on students’ academic performance and learning experiences.

1.4 Research Questions

To guide this study, the following research questions will be addressed:

1. What are the general attitudes of NTI postgraduate students in the Federal Capital Territory towards tests and assignments?
2. What factors influence these attitudes, such as workload, assessment types, or personal learning styles?
3. How do the attitudes of NTI postgraduate students toward tests and assignments impact their academic performance and learning experiences?

1.5 Research Hypotheses

The following hypotheses will guide the study:

1. There is no significant relationship between the attitude of NTI postgraduate students and their academic performance in tests and assignments.
2. There is no significant influence of workload on the attitude of NTI postgraduate students toward tests and assignments.
3. The type of assessment (test or assignment)  does not significantly affects the attitude of NTI postgraduate students in the Federal Capital Territory.

1.6       Significance of the Study

This study holds importance in several areas. First, academically, it will contribute to the broader discourse on assessment practices within postgraduate programs. By examining NTI postgraduate students’ attitudes toward tests and assignments, the study will provide valuable insights into how effectively these assessments measure students’ competencies. Additionally, the findings may inform policy and practice, offering educational policymakers at NTI and other institutions critical information to enhance assessment strategies. If the study reveals that students hold negative attitudes toward tests and assignments, adjustments could be considered—such as diversifying assessment types, managing workload more effectively, or creating more supportive learning environments.

For educators, understanding these attitudes can be instrumental in improving student engagement. With better insight into students’ perspectives, instructors can adapt their teaching approaches to foster a more positive view of assessments, which may enhance students’ motivation and overall engagement, ultimately leading to improved academic outcomes. Lastly, on a societal level, this research has broader significance, as teachers play a foundational role in shaping future generations. Any improvements to NTI’s professional development programs resulting from this study could help ensure that postgraduate students acquire the essential skills and knowledge needed for effective teaching, thereby enhancing the quality of education they provide.

1.7       Scope of the Study

This study focuses on postgraduate students enrolled in the National Teachers’ Institute centers located in the Federal Capital Territory (FCT), Nigeria. It will examine the attitudes of these students toward tests and assignments within the context of their academic programs. While the study will focus specifically on NTI postgraduate students in the FCT, it is expected that the findings will have broader implications for other NTI centers across Nigeria or similar educational settings.

The study will not cover undergraduate students, nor will it focus on other forms of assessment like oral exams or practical assessments, as the main focus will be on tests and written assignments.

1.8 Operational Definition of Terms

1. Attitude: Refers to the psychological tendency expressed by evaluating tests and assignments in a favorable or unfavorable manner, influencing students’ actions, beliefs, and responses.
2. National Teachers’ Institute (NTI): A Nigerian educational institution that provides in-service training, distance learning, and postgraduate programs aimed at enhancing the skills of teachers.
3. Postgraduate Students: Students enrolled in advanced academic programs beyond the undergraduate level, specifically those pursuing higher degrees such as Master’s or Diploma at NTI.
4. Tests: Structured assessments used to evaluate students’ knowledge or skills in a specific subject area, typically in the form of written examinations.
5. Assignments: Tasks given to students as part of their academic programs, which are designed to assess their ability to research, analyze, and present information in a written format.
6. Federal Capital Territory (FCT): The administrative region of Nigeria that houses the capital city, Abuja, and several other educational institutions, including NTI centers.
7. Academic Performance: The measurable outcome of a student’s work, typically assessed through grades or scores received in tests and assignments.
8. Workload: The amount of academic work assigned to students, including the number of assignments, tests, and study hours required to meet academic demands.