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Quality Control And Student Academic Performance
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EVALUATION:
Evaluation is defined by Microsoft (2014) as “the systematic collection of information to make judgments, improve program effectiveness and/or generate knowledge to inform decisions about future programsâ€. An evaluation is a systematic and objective examination concerning the relevance, effectiveness, efficiency and impact of activities in the light of specified objectives (UNICEF, 2013).The aim of evaluation as quality control strategy is to see how the system can be assisted to improve on the present level of performance (Ijaiya, 2001). Evaluation may be formative, providing feedback for improvement, or summative, assessing merit or worth. It also implies formal process carried out within a school setting based on available data which are used to form conclusions. It could be formative or summative.
Tyler (2001) defined evaluation as the process of determining the degree to which goals of a programme have been achieved. He sees evaluation as a measure of the success of the outcome of a programme. Crombach (2005) defined evaluation as the collection and use of information to make decisions about an educational programme’’. Wheeler (2009) defined evaluation as a more general judgement of the outcome of a programme, which involves the use of observations, various tests, questionnaires, interviews, etc. His emphasis was on the processes of educational evaluation.
Alkin (2009), defined evaluation as the process of ascertaining the decision areas of concern; selecting appropriate information, collecting and analysing information, in order to report a summary of data useful for decision makers in selecting among alternatives. Blooms et al (2010) gave two types of evaluation (formative and summative) and the respective definitions of each. Formative evaluation is defined as a system of quality control in which it may be determined at each step in the teaching-learning process, whether the process is effective or not, and if not, what changes must be made to ensure its effectiveness; while summative evaluation is defined as an evaluation directed towards a much more general assessment of the degree to which the larger outcomes have been attained over the entire course. Paul (2010) defined evaluation as both a judgement on the worth or impact of a programme, procedure or individual and the process whereby judgement is made. Yoloye (2012) defined evaluation as the assigning of some values to an entity in relation to some criteria values or objectives. Afolayan (2013). Viewed evaluation as subsuming both formative and summative assessment of the adequacy of any educational programme. Wikipedia (2015) sees evaluation as a systematic determination of a subject’s merit, worth and significance, using criteria governed by a set standard.
Types of Evaluation:
Three main types of evaluation are identified.
Diagnostic (initial) Evaluation - The evaluation is done during the formation of educational objectives. It is used to decide the entry behaviours of the learner in a particular course or programme. It takes place before the commencement of the programme.
Formative Evaluation - Evaluation within or during the development of a course or programme. It is used in improving the performance of the teacher, the student and curriculum developer. It is used in determining the mastery level of the learner and the remedy to make. It is a quality control evaluation.
Summative evaluation - The evaluation is carried out at the end of a course or programme for grading, certification and placement. It is used in making decisions regarding the future of the students teaming or the programme being developed; whether it should be continued or terminated, replicated or disseminated.
SUPERVISION:
Supervision might involve inspection, but it goes beyond inspection and includes attempt at bringing about improvement in the quality of instruction. It involves staff as essential part of the process. It is a way of advising, grinding, refreshing, encouraging and stimulating staff (Onocha, 2002). Supervision takes place in educational organization which is a social system with a number of interacting sub-systems. These sub-systems are the teaching, the school management, the instructional, and the counseling sub-system, and the co-curriculum sub-system.
According to Barton & Burcker, (2001) “supervision is an expert technical service primarily aimed at studying and improving co-operatively all factors which affects the child’s growth and development.†Okendu (2012) gives his definition of supervision “as a supporting service to teachers in that it helps . . . . The teacher to learn what their problems are and then seeking the best method of solving them.
In the words of Ogunsaju (2000),’ is a way of stimulating, guiding, improving, refreshing and encouraging and overseeing certain group with the hope of seeking their co-operation in order for the supervisors to be successful in their task of supervision
Adepoju (2008), sees it as an interaction between at least two persons for improvement of an activity Kimball (2005) defines supervision as directing and telling people what to do and checking up to see whether they have done as they are directed. While this definition perceived supervision as comprising of three major adiministrative activities including directing, telling and checking the activities of the member of the organization.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT COMING SOON ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 2 ]QUESTIONNAIREUniversity of IlorinDepartment of Primary Education Studies Quality Control and Student Academic Performance Questionnaire (QCASAPQ)Dear Sir/Ma,This questionnaire is designed to investigate the quality control and students academic performances in Ilorin metropolis.Please, you are requested to answer the questions honestly, as your response will assist in assessing the quality control on student academic performance in senior secondary school in Ilorin metropolis.SECTION A:Name of ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]Operational definitions In this study, the researcher made use of some terms which are considered necessary to be operationally defined. There are:Quality: This is the standard or degree of measuring educational excellence of student cognition skills in senior secondary schools.Control: This is the measure adopted by the school to ensure the conformity of the institution in accordance with the laid own procedures. Quality control: This refers to the effective management of the school to me ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREERESEARCH METHODOLOGY This chapter deals with the method and procedure employed to carry out this study. Specifically, it focuses on the following:• Research Design • Population, Sample and Sampling Technique • Instrumentation • Procedure for Data Collection • Method of Data Analysis Research Design The researcher’s used descriptive design. The method was found appropriate for the study because it involves a systemati ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 6 ]OPERATIONAL HYPOTHESES Hoi: there is no significant relationship between school administration and student’s academic performance in senior secondary schools in Ilorin metropolis.Table 5 indicated that calculated r value of .897 was greater than the table value of 0.195 at 0.05 level significance. Thus, the null hypotheses which states that there is no significance relationship between school administration and students’ Academic performance was rejected. Therefore, there is ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 1 ]CHAPTER FIVESUMMARY, CONCLUSION AND RECOMMENDATIONS This chapter presented the summary and conclusion dawn from the research carried out with recommendations based on the finding of the study.SUMMARY OF THE FINDINGS The study investigated the quality control and students Academic performance in Ilorin metropolis. The research design adopted for the study was a descriptive survey. The study used random sampling technique to select 10 senior secondary school and 100 participants. ... Continue reading---
REFRENCES - [ Total Page(s): 1 ]REFERENCEAdam, B. (2011). Human resources as the wealth of national. New York: the free pressAsari, M. (2006). Classroom, climate, pupils aspiration and capacity building. Lagos: key publishers Adegbesan, S. O. (2011) established quality assurance in Nigeria education system implications for education managers. National Institute for Educational Planning and Administration (NIEPA).Adepoju TL (2005). Principles and practice of primary education in Nigeria. Ibadan: corporate publishers.Ajayi T, an ... Continue reading---
