EVALUATION OF PORTFOLIO ASSESSMENT PRACTICE AMONG BIOLOGY TEACHERS IN SECONDARY SCHOOLS IN NASARAWA STATE, NIGERIA

Abstract

The study evaluated the implementation of portfolio assessment among Biology teachers in
secondary schools in Nasarawa State, Nigeria. Descriptive survey research design was
adopted for this study. The population of the study comprised 2,163 Biology teachers from
438 public secondary schools and 471 private secondary schools in Nasarawa State. Taro
Yamane formula was used to draw a sample of 337 Biology teachers in the state. The sample
was drawn in multi stages involving purposive and simple random sampling techniques. An
instrument developed by the researchers and validated by three experts titled Portfolio
Assessment Practice Questionnaire (PAPQ), was used for the study. The instrument was a
modified four point Likert scale with response options of Strongly Agree, Agree, Disagree
and Strongly Disagree. An internal consistency reliability coefficient index of 0.82 was
obtained using Cronbach Alpha reliability test instrument. The data collected were analysed
using mean and percentage. The result indicated that Biology teachers in Nasarawa State
have inadequate knowledge on portfolio assessment as most of the items have mean score of
less than 2. Similarly, there is low implementation of portfolio assessment among Biology
teachers in the state as majority of the items also have mean score of less than 2.
Furthermore, the use of strategies for portfolio assessment by Biology teachers in the study
area is also low because higher percentages were recorded on the negative side of the
response options than the positive sides. The results also showed that there are many
impediments in the implementation of portfolio assessment. Some of such impediments as
strongly admitted by the respondents include intensity of the curriculum, inadequate
knowledge on how to develop/use portfolio assessment, and high ratio teacher to learners,
among others. It was recommended that Biology teachers should attend workshops,
seminars and conferences in order to have adequate knowledge on portfolio assessment,
Biology curriculum needs to be reviewed in order to accommodate modern practices in
Science Education, and Government should employ more Biology teachers to reduce the
high ratio of teacher to learners.