Global Economic Crises and Lecturers Attitude to Online Formative Evaluation: College of Education Billiri in Perspective

Abstract

The study investigated the College of education Billiri lecturers’ attitude to online formative evaluation in a global economic three objectives with three corresponding null hypotheses were raised and  formulated to guide the study The research design for this study was survey research design when data collected from the sample were used to describe the entire population, the design considered appropriate because it is used to determine and report the way things are; it involves collection of numerical data to test hypotheses or answer questions about the current status of the subject of study. The population of the study comprised of all lecturers in the college with a total number of (103) from school of education, school of sciences, school of Languages, school of ECCE/PED, school of Arts and social sciences out of which seventy-five (75) are male and twenty-eight (28) are female, stratified sampling technique were used in selecting the sample of eighty (80) lecturers as subjects of study based on provision of research advisor. The instrument for data collection used has a reliability of 0.84.  t-test and Analysis of Variance (Anova) was employed in testing the null hypotheses at 0.05 level of significant. The researcher observed that there was no significant difference between the attitude of lecturers towards online formative assessment within the global recession based on gender. Also, there was no significant difference in the attitude of lecturers towards online formative assessment within the global economic recession based on area of specialization (schools). Similarly, there was no significant difference in the attitude of lecturers towards online formative assessment within the global economic recession based on years of experience. Based on the findings, the researcher made recommendations that government should employ functional, quality and effective online formative assessment of learning outcomes in the college by the provision of adequate facilities, provision of power supply or solar, training of lecturers through capacity building workshop on Online assessment and by upward review of lecturers’ remuneration.