TEACHERS’ PERCEPTION OF PEER ASSESSMENT OF ESSAY WRITING AMONG SENIOR SECONDARY STUDENTS IN LAGELU LOCAL GOVERNMENT AREA, OYO STATE, NIGERIA

Maxwell Olakunle Araromi, Sheriff Olamide Olatunji

Abstract


The study investigated teachers’ perception of peer assessment of essay writing among senior secondary students in Lagelu Local Government Area, Oyo state. The study adopted a descriptive research design. Twenty senior secondary schools were randomly selected from twenty-three private senior secondary schools in Lagelu Local Government Area of Oyo state. Two English Language teachers were selected from each school. In all, a total number of forty (40) teachers participated in the study. The instrument used for data collection was Teachers’ Perception of Peer Assessment in Essay Writing Scale (r= 0.78). Data collected were analyzed using descriptive statistics of frequency count, percentage scores, mean, standard deviation and inferential statistics of t-test. It was found out that teachers’ perception of peer assessment of essay writing among senior secondary students in Lagelu Local Government was very positive. There was no significant difference between male and female teachers’ perception of peer assessment in essay writing instruction among senior secondary students in Lagelu Local Government. In line with the findings of the study, it was recommended that teachers should create a friendly and supportive environment that will make students to peer assess their essay writings properly. Also, teachers should give guidelines to students before they peer assess their mates’ essay writings.

 

Article visualizations:

Hit counter

DOI

Keywords


teachers’ perception, peer assessment, essay writing

Full Text:

PDF

References


Adegbile, J. A. and Alabi, O. F. (2007). Effects of verbal ability on second language. Writer’s Achievement in Essay Writing in English Language. Institute of Education, University of Ibadan, Ibadan. International Journal of African and African studies. Vol. vi (1)

Ahmed, A. H. (2010). Students’ problems with cohesion and coherence in EFL essay writing in Egypt. Different perspectives. Helwan Faculty of Education, Egypt. Literacy Information and Computer Education Journal (LICEJ), vol 1(4).

Appleby, R. (2014). Men and Masculities in Global English Language Teaching. Palgrave Macmillan: Houndmills, UK. http://dx.doi.org/10.1057/9781137331809

Amechi, M. I. (2005). New Comprehensive English Language for Senior Secondary Schools. Onitsha: Slim Fingers.

Anieke, S. (2003). Development in Writing. Ibadan: Alike Books.

Babajide, A. (1996). Introductory English Grammar and Writing Skills. Ibadan: Enicrownfit Publishers.

Boud, D. and Falchikov, N. (2007). Rethinking assessment in higher education. London: Kongan Page.

Coleman, H. (1989). Language leaning in large classes research project. Leeds and Lancaster universities.

Daly, J. A. (1979). Writing apprehension in the classroom: teachers’ role expectancies of the apprehensive writer. Research in the teaching of English. 13(1), 37-44.

Dee, T. (2006). The Why: How a Teacher’s Gender Affects Boys and Girls. Educational Next/Fall 2006.

Elizabeth, M. (2004). Methods of Teaching English. New Delhi: Discovery Publishing House, Aurora Offset.

Fakeye, D. O. (2001). Relative effect of instruction in componential and rhetorical strategies on senior secondary school students’ achievement in essay writing in Ibadan. University of Ibadan, Ibadan.

Fakeye, D. O. (2002). Effect of instruction in componential and rhetorical strategies on students’ achievement in essay writing in Ibadan. Unpublished Ph.D. Thesis, Department of Teacher Education, University of Ibadan.

Fakeye, D. O. (2011). Locus of control as a correlate of achievement in English as a second language in Ibadan. The Journal of International Social Research. Volume 4. Issue 17.

Habeshaw, S., Gribbs, G. and Habeshaw, T. (1992). Problems with large classes: Making the best of a bad job. Technical and Educational Services Ltd. U.K.

Hayes, U. (1997). Helping teachers to cope with large classes. ELT Journal, S, 1, 31-38.

Igubor, P. (2015). Effect of Essay Structure-Based Instructional Strategies on Students’ Achievement in Expository Essay in Benin City. Unpublished Ph.D. Thesis. Department of Teacher Education, University of Ibadan.

Juwah, C. I. (2003). Using Peer Assessment to develop skills capabilities, USDLA Journal. Vol. 17.1. ISSN.1537-5080

Kolawole C. O. O. (1998). Linguistic inputs and three methods of presentation as determinants of students’ achievement in senior secondary school essay writing in Ibadan. Ph.D. Thesis, University of Ibadan.

Kolawole C. O. O. (2003). Feedback Strategies and Secondary School Students’ Attitude to and Performance in Essay Writing. African Journal of Education Research 9(1 and 2) 18-23

Locastro, V. (2011). Teaching English to large classes. TESOL Quarterly, 35 (3), 493-6.

Muodumogu, C. A. and Unwaha C. O. (2013). Improving students’ achievement in essay writing. What will be the impact of mini-lesson strategy? Global Advanced Research Journal of Arts and Humanities (GARJAH) 2(6) 111-120.

Ngonebu and Oluikpe (2000). Preparing UBE Teachers for Large Class Management: The English Language Dimensions Nigerian Universal Basic Education.

Obeameata, J. O. (1995). Education: An Unprofitable Industry in Nigeria Postgraduate School Inter-disciplinary Research Discourse Ibadan: University of Ibadan Press.

Oden, S. N. L. (1999). The process writing approach as a facilitator of university undergraduates competencies in English composition. PhD Thesis, Department of Teacher Education, University of Ibadan.

Ogunyemi, K. O. (2002). Two modes of reactive focus on form as determination of students’ learning outcomes in essay writing in Ogun state. Ph.D prefield seminar paper Department of Teacher Education, University of Ibadan.

Ohia, I. N. and Ogunbiyi, M. O. (1999). Curriculum recycle theory: A new paradigm for making the reading-writing connection. African Journal of Educational Research, 5(1), 134-140.

Olaboopo, J. O. (1999). Effect of error treatment model-based and skill-based instructional strategies on attitude, motivation and achievement in composition in Senior Secondary Schools in Ibadan. Ph.D. Thesis of the University of Ibadan.

Omaggio, H. A. (2013). Teaching language in context. Heinle and Heinle.

Onwuegbuezie, A. J. (1997). Writing a research proposal: the role of library anxiety, statistics anxiety and composition anxiety. Library and Information Science Research. 19, 5-33.

Oruche, L. N. (2014). Strategies utilized by secondary schools’ teachers in English essay writing in Anambra State.

Race, P. (2001). The lectures toolkit. London. Kogan page 94-95 Retrieved 16th July, 2013 from http://www.asa3.org/.../active.htm

Rimer, S. (2007). Harvard taskforce calls for new focus on teaching and not just research. The New York Times Retrieved from http://www.nytimes.com/2007/05/10/education/10harvard.html

Roggers and Threatt, D. (2000). Peer assistance and Peer review. Thrust for Educational Leadership 29(3), 14-16.

Sadler, P. and Good, E. (2006). The impact of self and peer-grading on students learning. Educational Assessment, 11(1), pp. 1-31.

Spiller, D. (2009). Assessment Matters: Self-Assessment and Peer Assessment. Teaching Development, the University of Waikato. Retrieved from http://www.waikato.ac.nz/tdu/pdf/booklets/8-selfpeerAssessment.pdf

Strijbos, J. W., and Sluijsmans, D. (2010). Unravelling Peer Assessment: Methodological, functional and conceptual development. Learning and instruction, 20 (4), 265-269.

Tesnim, O. (2017). Exploring secondary teachers’ perception of classroom assessment in a Tunisian context. International Journal of Language and Linguistics. Vol. 4 122-123.

Thomas, G., Martin, D., and Pleasants, K. (2011). Using self and peer assessment to enhance students’ future-learning in higher education. Journal of University Teaching and Learning Practice, 8(1), 5.

Topping, K. (1998). Peer Assessment between Students in Colleges and Universities. Review of Educational, 68(3), 249-276.

Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.

Valerian, J. (1991). Innovations for large classes: A guide for teachers and administrators. Educational studies and documents, No. 56, UNESCO.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2723

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Maxwell Olakunle Araromi, Sheriff Olamide Olatunji

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2022. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).