1

TITLE PAGE
DEVELOPMENT AND VALIDATION OF INSTRUMENT FOR
ASSESSMENT OF STUDENTS PSYCHOMOTOR SKILL IN
SENIOR SECONDARY SCHOOL MATHEMATICS

BY

ANYANWU EDNA KELECHI

PG/M.ED/08/49818

PROJECT REPORT SUBMITTED TO THE DEPARTMENT OF

SCIENCE EDUCATION (MEASUREMENT AND EVALUATION)
UNIVERSITY OF NIGERIA

IN PARTIAL FULFILLMENT FOR THE AWARD OF MASTERS OF

EDUCATION DEGREE (M.ED) IN MEASUREMENT AND
EVALUATION

JULY, 2012
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APPROVAL PAGE
This project has been approved for the Faculty of Education University
of Nigeria, Nsukka

------------------------ ---------------------------
DR. E.K.N. NWAGU
SUPERVISOR INTERNAL EXAMINER

-------------------- --------------------------

EXTERNAL EXAMINER HEAD OF DEPARTMENT

------------------------------------
PROF. S.A. EZEUDU
DEAN OF EDUCATION
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CERTIFICATION
NAME: ANYANWU, EDNA KELECHI
REG. NO: PG/MED/08/49818

The above name postgraduate student has satisfactorily completed

the degree of Master in Measurement and Evaluation.
The work embodied in this project is original and has not been
submitted in part or full for any other Diploma or Degree of this of any
other University.

---------------------------- ----------------------
DR. E.K.N. NWAGU STUDENT
SUPERVISOR
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DEDICATION
This research work is dedicated to my lovely mother, brother and
husband, for their maximum support financially and otherwise.
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ACKNOWLEDGEMENT
I wish to acknowledge with thanks a number of people who have
contributed so much to the success of this work.
Primarily, the Almighty God for the strength, which He granted me
in the process of this work.
I am very grateful to Dr. E.K.N. Nwagu my supervisor for his time
and corrections throughout the period of this work. My gratitude goes to
Dr. K.O Usman, Prof. U.N.V. Agwagah, Dr. B.C. Madu and Mr. John
Agah, of the Department of Science Education, University of Nigeria,
Nsukka for taking pains to go through my instruments. I appreciate their
constructive criticisms and encouragement.
I appreciate the cooperation and understanding I received from my
husband Richard Irojiogu throughout the period of this programme.
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TABLE OF CONTENTS
Title page..................................................................................................i
Approval page............................................................................................ii
Certification..............................................................................................iii
Dedication.................................................................................................iv
Acknowledgement......................................................................................v
Table of contents........................................................................................vi
List of tables...............................................................................................ix
Abstract......................................................................................................x
CHAPTER ONE: INTRODUCTION
Background to the Study.............................................................................1
Statement of the Problem............................................................................9
Purpose of the Study...................................................................................10
Significance of the Study.............................................................................10
Scope of the Study......................................................................................12
Research Questions ....................................................................................12
Hypotheses.................................................................................................13
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework...............................................................................14

Psychomotor Domain.................................................................................15

Assessment of psychomotor domain in mathematics...................................21

Psychometric properties of the Assessment instruments..............................24

Development of instrument........................................................................33

Theoretical Framework ..............................................................................37.

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Classical Test Theory....................................................................................37

Item Response Theory...................................................................................39

Empirical Studies .........................................................................................40

Assessment in school psychomotor domain in Mathematics............................40

Studies on Development of instrument...........................................................41

Gender differences in mathematics and science...............................................45

Summary of the review..................................................................................48

CHAPTER THREE: RESEARCH METHOD

Research design..............................................................................................50

Areas of the study..........................................................................................50

Population of the study...................................................................................51

Sample and sampling techniques.....................................................................51

Instrumentation .............................................................................................51

Administration of the instrument....................................................................52

Method of data analysis..................................................................................52

CHAPTER FOUR: PRESENTATION OF RESULTS.......................................54

CHAPTER FIVE: DISCUSSION, EDUCATIONAL IMPLICATIONS,

RECOMMENDATIONS, CONCLUSION AND SUMMARY

Discussion of results................................................................................................69

Educational implication of the study.............................................................72

Recommendation from the study..................................................................74

Limitations..................................................................................................74

Suggestions for further study........................................................................75

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Conclusion and Summary of the study............................................................76

Reference........................................................................................................78

APPENDICES

Appendix A: list of schools in Okigwe education zone ll................................84

Appendix B: list of sampled schools.................................................................86

Appendix C: factor Analysis result...................................................................87

Appendix D: table of specification....................................................................90

Appendix E: Questions for the students............................................................91

Appendix F: developed instrument ..................................................................93

Appendix G: survived items after factor analysis..............................................96

Appendix H: reliability.....................................................................................99

Appendix I: WAEC Report..............................................................................100

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LIST OF TABLES

TABLES

1. List of secondary schools in Okigwe Education zone ll by L.G.A and gender

2. Sampled schools
3. Factor analysis Result
4. Tables of specification
5. The psychomotor Tasks
6. Reliability of the instrument

ABSTRACT

This study was undertaken to develop and validate an instrument for assessment of
students’ psychomotor skills in mathematics in senior secondary schools. Three
research questions and two hypotheses tested at 0.05 level of significant guided the
 10

study. The design was instrumentation research design. The researcher identified
three levels of psychomotor skills that could be assessed in mathematics (Basic
Fundamental movement, skilled movement, non-discursive movement) and
developed 72 items that constitute the elements of construction and loci in
mathematics. The sample for the study was 240 students from the sampled schools.
The researcher constructed psychomotor tasks on which 5-point rating and
observational scale were used. Three specialists in measurement and evaluation in
Science Education Department, University of Nigeria, Nsukka, validated them.
Factor analysis, mean and standard deviation, independent t-test and analysis of
variance (ANOVA) were used to analyze the data collected. The findings of the
study revealed that out of the 72 items , 38 were found to be valid, the male
students achieved higher than the female students in the psychomotor tasks, the
result was further subjected to statistical analysis ,and there was no significant
difference between the performance of male and female in the psychomotor tasks
achievement. This means that sex as a factor does not affect students’ response on
the items of the test. The inter-rater reliability using Kendall’s coefficient of
concordance was 0.812. Based on these findings, it was recommended among
others that, teachers in the secondary schools should adopt and use the instrument
in the assessment of students’ psychomotor skills in mathematics especially in
geometry (construction and loci). Limitations, implications and suggestion were
clearly stated. Some the suggestions are: Development and validation of
instruments for assessment of psychomotor skills in other science subject areas like
agricultural science, integrated sciences and biology. Further validation and
standardization of the instrument using a wider sample and geographical area can
as well be carried out. Other studies may be geared towards development of
parallel tests to IAPS. The identified skills for mathematics practical skills can be
replicated to develop and validate in the remaining practical topics as well.

CHAPTER ONE
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INTRODUCTION

Background of the study

In the contemporary Nigeria, greater emphasis is being placed on industrial and

Technological development. As a result, students are being encouraged to take up science related

subjects. One subject that cut across all the sciences is mathematics. Today,

Mathematical methods pass through literally every field of human Endeavour and play a

fundamental role in economic development of a country (Adedeji, 2007).

Mathematics has spread its tentacles in all disciplines and professions in the world. People from

different works of life depend on its principles and method. Its scope and influence in human and

national development through science and technology cannot be over emphasize. Mathematics is

the fulcrum of all the science subjects in the educational system. It drives the economic growth

of any nation. Mathematics plays an important role in the school curriculum such that Okoro

(1990) refers to it as the queen and servant of the sciences and allied courses. More formally, the

National Open University of Nigeria (NOUN, 2006:6), defined mathematics as “the science of

quantity and space that is systematized, organized; and an exact branch of science”. NOUN

further observed that mathematics is the bedrock (foundation) of science and technology. From

everyday experience, mathematics has a lot to do with all human endeavors: farming, medicine,

engineering, accounting, transport, communication and politics. Mathematics is a creation of

human mind, concerned with ideas, processes and reasoning. So Mathematics is much more than

arithmetic – the science of number and computation, it is not enough with algebra – the language

of symbols and relations; far more than geometry – the study of shape, and size, it involves more

than statistics – the science of interpretation of data and graphs; more than calculus – study of

change, infinity and limit. (NOUN, 2006).

 12

The importance of mathematics as a requirement for scientific and technological

development of any nation cannot be overemphasized. For any nation to grow or develop in

science and technology, the teaching and learning of mathematics becomes inevitable. There is

no science subject, which does not have an atom or element of mathematics in it. Among all

science subjects, mathematics serves as the rudiment in which a child’s horizon of reasoning and

manipulation is expanded. Due to the importance of Mathematics, Anyanwu (2006), observed

that different educational policies favours mathematics teaching and learning in all school

systems. Such policies include making mathematics a minimum entry qualification for admission

into most discipline in higher institutions in sciences, arts, and the humanities. Mathematics is an

important subject, which is a prerequisite for students in securing a professional course in the

higher institution, thus, failure in mathematics at the senior secondary school certificate

examination is a limit to the study of some professional courses at higher institution. Offorma

(2006) says that emphasis in the country today is on science, mathematics and technology

development. This is because mathematics facilitates the economic and social life. Unfortunately,

the failure rate in internal and external mathematics examinations negates the importance

attached to this subject by parents, students, Government and other stakeholders in educational

industry.

Okey (2003) pointed out that Nigerian candidates trailed behind their counterparts from

Ghana, Gambia, Sierra Leone and Liberia based on performance in Mathematics, English

Language, Physics and Chemistry in examinations conducted by the West African Examinations

Council (WAEC). At present, there are evidences that many students have low achievement in

mathematics West African Examination Council chief Examiners report 2005, 2006 and 2007.

The low achievement of students has been a source of worry to teachers, parents, researchers and
 13

government. The annual releases of Senior Secondary Certificate Examination results (SSCE)

conducted by West African Examination Council (WAEC) justified the problematic nature and

generalization of poor secondary school students’ performance in different school subjects. For

instance, the percentage of failure compared with students who passed English and Mathematics

between 2004 to 2007 is shown in the appendix I.

In Nigeria, the fading quality of assessment of student’s psychomotor skill in

mathematics in schools has been the subject of considerable concern over the years. In a situation

where the assessment of this skill is ignored, it makes the continuous assessment invalid. Onah

(2004) observed that performance of students in mathematics has been poor and disturbing due

to the way of assessing the students during teaching of mathematics. Therefore, the general

negative disposition exhibited by students towards mathematics as a school subject cannot be

attributed to their lack of conviction of its importance but to the method of assessment by the

teachers. Odum (1996) highlighted that those students whether from Urban or Rural schools, are

aware of the important of Mathematics but are performing poorly in it due to hatred attach to the

subject. This means that if a teacher assessed the students very well in the class as teaching is

going on, it helps the teacher to identify their areas of difficulties. Odo (1999) observed that

students have difficulties with almost all the aspect of geometry apart from earth and plane

geometry, also in the construction and locus, geometric proofs and applications. Student’s low

achievement in these areas of mathematics may be attributed to poor assessment of students in

cognitive, affective and psychomotor skills.

Cognitive domain has to do with reasoning and intellectual abilities. It has to do with the ability

to perform mental operation, Nworgu (2003). Bloom categorized the cognitive domain into six
 14

levels of thinking. These are knowledge, understanding, application, analysis, synthesis and

evaluation.

Affective domain tries to ensure that what the individual learns affect positive changes in

his feelings and emotional reactions. It has to do with what a person likes or wants to do. The

affective domain covers such social and personality characteristics as values, attitudes, interest,

adjustment, habits, perception, social relations and beliefs. However, teachers do assess their

students in cognitive and possibly in affective because of their ability to construct instrument for

their measurements leaving the issue of psychomotor domain. The inability of the mathematics

teachers to assess this area (psychomotor skill) in mathematics may be because the teachers are

incompetent in assessing them or they lack the instrument for assessing that area.

Psychomotor skill has to do with physical power. NOUN (2006:27) defined psychomotor

domain as something that involves the ability to use our locomotor sensory organs such as ability

of a child to write number 2, draw a straight line, make an arc of a circle or ability to use

protractor correctly to measure angles. According to Nworgu (2003:63), psychomotor domain

deals with motor skills. It is associated with expertise while speed and accuracy are some of its

traits and characteristics. Children who love to paint with crayon and watercolour often develop

unusual perspective and excellent representation of nature, (Sunday, 2010). Until the 1940s, the

study of skill was largely confined to industry. People are regarded as skilled when they are able

to carry out a trade or activity that involves knowledge, judgment, accuracy and manual dexterity

while qualifications are usually acquired as the result of long training.

Skill is thought of as a quality of performance, which does not depend solely upon a

person’s fundamental, innate capacities but must be developed through training, practice and

experience. Nworgu said that some are inherent in the individual but for effective performance of
 15

different tasks in life, it is appropriate for educators to develop many skills that will be of help in

the learners. Although, skill depends essentially on learning, it also includes the concepts of

efficiency and economy in performance. This performance is not exclusively concerned with

annual operations, it includes process control, and office as well as attempts to understand the

human factors involved in managerial decision-making (Welford, 1967). However, it must be

repeated even though basic human capacities are not sufficient to produce skills; they form the

necessary basis of their development. Skills represent particular ways of using capacities in

relation to environmental demands, with human being and external situations together forming a

functional system (Adeyemo, 2009).

Psychomotor domain has different levels from different authors. Dave (1967) classified the

psychomotor domain into five levels they are: Imitate Manipulate, Precision, Articulation and

Naturalization. Simpson (1972) classified the psychomotor domain into seven levels and they are

Perception, Set, Guided response, Mechanism, Complex overt response, Adaptation and

Origination.

Harrow (1972), as reported by (Harbor-Peters (1999:16) and Nworgu (2003:64)) classified the

psychomotor domain into six levels. They are reflex movements, Basic-fundamental movement,

Perceptual abilities, Physical abilities, skilled movements and Non-discursive communication.

From the researchers understanding of these levels, Harrow’s, classification seems to dominate

all school textbooks treating levels of the psychomotor domain and for this reason; the researcher

will adopt these levels in this work.

The record on skills are seldom kept in continuous assessment in schools despite the

Federal Government of Nigeria in the National Policy on Education which requires teachers to

make instruction concept centered, activity based and work related. An apparent glaring neglect
 16

of policy as presented above will illustrates a major way in which standards are often

compromised in Nigeria’s school system (Sunday, 2010). Baiyelo (1999) has shown how

bending of policies, rules and regulations often lead to various acts of indiscipline among

stakeholders in education, in the implementation stage of the school curriculum. This fact

underlines the need to focus skill assessment on school instruction for the benefit of school and

society.

Establishing a comprehensive assessment practice in mathematics for example is very important.

One of the functions of a school is the certification of the individual learner under its embrace.

To effectively carry out this role, assessment of one kind or the other is a prerequisite. According

to NOUN (2006:131), assessment in mathematics implies determining the value and worth of

learning outcomes, instructional situations, programme effectiveness and related products of

learning mathematics. Assessment is a means whereby the teacher obtains information about

knowledge gains, behavioural changes and other aspects of the development of learners

(Oguneye, 2002). It involves the deliberate effort of the teacher to measure the effect of the

instructional process as well as the overall effect of school learning on the behaviour of students.

Assessment covers all aspects of school experience both within and outside the classroom. It

covers the cognitive as well as the affective and psychomotor aspects of learning. This

classificatory system covering all aspects of school learning originated from the work of Bloom

et al (1971). In Nigerian schools, however, assessment, especially at the secondary level, most

often than not is concentrated on cognitive achievement to the detriment of affective and

psychomotor development of learners (Ipaye, 1986; Iyewarun, 1986; Okon, 1986). This is not

unconnected with the Nigerian society’s quest for paper qualification. Thus, a child with pass

marks in his/her subjects receives a certificate at the end of the course no matter how “bad”
 17

his/her manners are or how unskilled he/she may be. In other words, behaviour, attitude, interest,

aptitude and other affective and psychomotor traits do not count towards obtaining a certificate.

Standardized instrument are those instruments constructed by experts. Standardized instrument

are scarce in Nigeria according to (Ogunwole, 1999. Akano, 1999). They are called standardized

tests because the irregularities and variations often found in some instruments had been removed.

Assessment instrument must be valid and reliable (Garba, 1993 and Iji, 1996). Oyewale (2004),

observed that teachers rely mostly on instrument that have been developed and validated by

experts, otherwise, they will generate and work with data, which are not only inadequate for

decisions across schools. The later, seems to be the same in our schools since already made

assessment instruments are few or scarce in most of the schools subject including mathematics.

The research work by Okoro (1990), reviewed teachers inability to develop and validate

instrument for the assessment of psychomotor domain. Okoro pointed out that teachers’

assessment of their students must have been based on guesswork or on the use of faulty

instrument. Asadu (2006) observed that many research works has been on cognitive levels of

students’ performance in mathematics that nobody wants to work the skills. The importance of

this is that teachers report on their student’s performance in psychomotor domain if any, has

enough error and may be misleading. Hence, wrong educational decisions are made on the

students based on this report, which is tragic. It follow that the instrument for measuring

affective and psychomotor domains are different from the instrument for cognitive domain. Class

work, homework, assignments, speed test, observation, rating scale and projects are instruments

for assessing the psychomotor domain, (Harbor-Peters, 1999:18). The use of these instruments

depends on what the teacher is looking for.

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Gender is one of the factors that has been identified as being responsible for the relatively low

performance in psychomotor skills in secondary school Mathematics. Obodo (1997:12) states

that some parents encourage differentiated activities for their boys and girls. He said that parents

have different adjectives for boys and girls. Such adjectives like endure, strong, hard, tough,

persevering, independent, impersonal and emotional free favours boys in the study of

Mathematics. While for girls are; weak, surrender easily, emotional, soft, inferior, fearful,

dependent, personal and fragile. For example, some parents encourage their boys to take part in

constructing playhouses while discouraging the girls from such activity because that activity is

not made for girls. Therefore, this activity of construction of play houses by the boys place them

on a better advantage in studying mathematics than the girls. Therefore, the implication of this is

that a girl who is fragile should not carry out a difficult task. Some parent’s advice their girls to

pay attention in home economics class so that they will cook good food for their husbands. Boys

should try to do well in mathematics so that they will work in banks. Because of the decreased

opportunities afforded to females, girls do not perceive such a link and thus do not achieve as

boys do in domains that they perceive to be less useful. Baker and Jones (1993:92)

Argued that female students, who are faced with less

opportunity, may see mathematics as less important
for their future and are told so in a number of ways
by teachers, parents, and friends. In short,
opportunity structures can shape numerous
socialization processes that shape performance.

Harbor-Peters (2001) writing on gender issues in mathematics states that mathematics has been

oversimplied by man (stereotyped), especially as mathematics is regarded as abstract, difficult

and has attributes which boys are attracted to. Boys from most research findings perform better

than girls in mathematics, (Odogwu, 2002; Usman, 1996; Odo, 1999; Ekwueme, 1998). Some
 19

other findings found gender balance in student’s achievement in mathematics, (Ohalebo, 2002;

Asadu, 2006). The gender imbalance is now a problem to our nation; women are nation builder

and need to be carried along with men.

To the best knowledge of the researcher; no standardized instrument is available to teachers here

for use, teachers lack the skills to develop the instrument; success of continuous assessment

depends on the instrument and teachers competency in developing instrument for assessing the

psychomotor.

It is against this background that the development and validation of instrument for assessment of

psychomotor domain in mathematics is hereby proposed. It is also the interest of this work to

check the influence of gender on the achievement of students as measured by the instrument.

Statement of the problem

Life sometimes depends on physical strength correctly applied, on agility, and on rapidity.

Locomotor behaviour is needed to explore the environment. Some psychomotor behaviour such

as walking and grasping, are also necessary for physical and mental health to be maintain.

Sunday (2010) noted that where the assessment of skills and skill impacts have been alluded to

as problems in operating continuous assessment in schools, the question of efficiency, economy

and effectiveness with which skills are performed have often been overlooked. Students perform

poorly in mathematics and their performance blend on poor manipulative skills. Teachers do not

monitor development of manipulative skills adequately this may be due to no instrument

available for use or lack of competency. The problem of this study is that mathematics teachers

are incompetent in developing instrument for assessing the psychomotor skills in mathematics.

The study, therefore, seeks to address these questions:

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What is the possibility of developing and validating an instrument for assessing student’s

psychomotor skills in senior secondary school mathematics?

Purpose of the study

The purpose of this study was to develop and validate instrument that would be used in the

assessment of student’s psychomotor skills in mathematics. Specifically, the study will:

1. undertake factorial validation of the instrument;

2. the inter-rater reliabilities of the instrument; and
3. determine the extent to which senior secondary school students achievement in

psychomotor skills differ by sex using the instrument.

Significance of the study

This study aimed towards developing and validating an instrument for assessing the psychomotor

skills in mathematics. The product of this study will be of great benefit to the students, schools,

Examination bodies and Ministry of Education.

The National Policy on Education (2004:8) emphasize the need for training the mind in

the understanding of the world around, the acquisition of appropriate skills, abilities and

competencies (both mental and physical) as equipment for the individual to live and contribute

meaningfully to the development of the society. The result of this study will be of help to the

students in the sense that it will help the students to know their stand on what they want in life on

time, not when they must have been pushed to study a particular course that does not suit them.

Only for them to realize later that they are not so good at that course or it might not be what they

want thereby constituting a nuisance to that field of study.

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The result of this work will be of help to the secondary school teachers who are not

competent in developing a valid rating instrument (psychomotor assessment instrument) in their

schools. The use of IAPS will enable teachers, school administrators and Guidance Counselors to

compare achievement of students in mathematics (geometry) within a different class and

between sections, as well as between schools since is going to be uniform. This study will make

the assessment of psychomotor skills less stressful for the teachers and will provide valid

instrument to help properly assess the learners in the practical aspect of mathematics.

Examination Bodies such as West African Examination Council (WAEC), National

Examination Council (NECO) and so on will benefit from the result of this study because, it will

improve the psychomotor skill performance of students in mathematics (construction and loci)

there by recording high percentage pass in mathematics. This area has a very high mark in

mathematics. It will also ensure uniform standard for their assessment.

School supervisor in Zonal inspectorate departments of the Ministry of Education of Imo State

will be better informed through this instrument of how psychomotor skills in mathematics can be

assess across schools. In this regard, they will be better equipped in their supervisory roles to

ensure that mathematics teachers apply the right methods for assessing psychomotor skills in

mathematics especially in geometry. These instruments will be a standardized reference resource

for the State Ministry of Education especially for their schools and colleges Examination. It will

always be a resource base for test and measurement in the ministry of Education since it will be

stored where valid and reliable instrument are stored.

Scope of the study

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The Geographical scope of this study is senior secondary schools in Okigwe Education Zone ll

of Imo State. The target is to develop and validate instrument for assessing psychomotor skills in

mathematics for senior secondary schools in Imo State. In the content coverage, the researcher

selected from the National Curriculum-Construction and Loci reason being that it will allow the

students’ to display their psychomotor skills effectively and seeing what their hands has design,

will enable them practice it on their own. The choice of the topic was because the concepts were

one of the fundamental and universal aspects of mathematics that involve physical skills.

Besides, it was one of the topics in senior secondary level. The areas of the psychomotor skill

that would be assessed by the instrument are the basic fundamental movement (non-locomotor

and manipulative skills), the skilled movement and non- discursive movement; reason for these

levels is that the other three levels of the psychomotor cannot be assessed in mathematics but in

music, physical and health education. The content scope includes:

 Bisectors of angles and line segments.

 Line perpendicular to a given line.
 An angle of 900, 600, 450, 300.
 Triangle and quadrilaterals from sufficient data.
 Points at given distance from a straight line
 Points equidistance from two intersecting straight lines

Research Questions

This study was guided by the following research questions:

1. Which items of the instruments for the assessment of the psychomotor skills in senior

secondary school mathematics, survived factor analysis in terms of their factor loading?
2. What is the inter-rater reliability index of the IAPS in senior secondary school

mathematics?
 23

3. What is the influence of gender on response of male and female students to the item of

IAPS?

Hypotheses

The following null hypothesis are formulated and will be tested at P<0.05 level of

significance

1. There is no significant difference between the mean score of male and female students

in the psychomotor skills using the IAPS.

 XXIV

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The review of related literature for the study are organized under the following headings:

1.Conceptual Framework

Concept of Assessment
Psychomotor Skill
Assessment of psychomotor Skill in mathematics
Psychometric properties of the Assessment instruments
Development of instrument

2.Theoretical Framework

Classical test theory

Item response theory

3.Empirical Framework
Assessment in school psychomotor domain in Mathematics
Studies on Development of instrument
Gender differences in mathematics and science
4.Summary of Literature Review

Conceptual Framework

Concept of Assessment
The concept of assessment was first used or applied on people (individuals). In this light,

assessment was seen as any systematic means or basis for making inferences about

characteristics of people, usually based on various sources of evidence. It was seen as a global

process of synthesizing information about individuals in order to understand and describe

them better. It serves as a means of controlling the quality of education, its progress and

product. It enables constant monitoring and formative assessment through which the

administrator keeps the quality of human development process in check. It has also been
 XXV

Appendix C: Factor Analysis Result

 XXVI

Rotated Component Matrixa

Factors

1 2 3 4 5 6 7 8

item1 .752 .208 .153 .003 .146 -.181 -.119 .444

item2 .825 -.349 .152 .216 .165 .033 -.013 -.027

item3 .850 .361 .244 .096 .098 .022 -.005 .105

item4 .751 .146 .284 .116 -.067 -.343 .004 .055

item5 .713 .202 -.104 .382 .128 -.004 -.090 -.006

item6 .709 .286 .136 .310 .179 -.034 .004 .268

item7 .826 .336 .194 .157 .122 .109 -.059 .205

item8 .882 .304 .224 .086 .091 .092 -.002 .026

item9 .779 .388 .164 .237 .141 .087 -.132 .007

item10 .307 .227 .055 .187 .220 .034 .045 .132

item11 .098 .169 .260 .321 .230 .080 .431 -.137

item12 .424 -.005 .269 .772 .249 -.147 .277 .019

item13 .559 -.051 .357 .266 .398 -.192 .135 -.371

item14 .207 .081 .316 .146 .072 -.170 .879 -.127

item15 .141 .039 .245 .239 .004 -.152 .479 -.146

item16 .194 .092 .136 -.752 .075 -.433 .884 .037

item17 .823 .352 .306 .052 .063 .135 .084 -.103

item18 .241 .059 .258 .781 .188 .051 -.049 -.032

item19 .339 .101 .263 .419 .023 .038 -.013 -.284

item20 .308 -.017 .072 .846 .073 .117 -.204 -.074

item21 .231 -.068 .171 .923 .072 .070 -.115 .011

item22 .123 -.280 .484 .437 .394 -.344 -.009 -.156

item23 .293 -.166 .361 .754 -.042 -.152 .247 .138

item24 -.061 -.027 .140 .135 .213 -.867 -.070 .009

item25 .180 .196 .859 .201 .096 .121 -.074 -.066

item26 .176 .252 .842 .165 .203 .113 .318 -.029

item27 .701 .278 .223 .297 .361 -.034 .311 .000

item28 .660 .229 .139 .309 .325 .173 .381 -.234

item29 .248 .173 .628 .163 .168 .179 .272 -.044

item30 .572 .186 .102 .360 .475 .088 .448 -.041

item31 .416 .170 -.005 .496 .588 .155 .341 .061

 XXVII

Rotated Component Matrixa

Factors

1 2 3 4 5 6 7 8

item1 .752 .208 .153 .003 .146 -.181 -.119 .444

item2 .825 -.349 .152 .216 .165 .033 -.013 -.027

item3 .850 .361 .244 .096 .098 .022 -.005 .105

item4 .751 .146 .284 .116 -.067 -.343 .004 .055

item5 .713 .202 -.104 .382 .128 -.004 -.090 -.006

item6 .709 .286 .136 .310 .179 -.034 .004 .268

item7 .826 .336 .194 .157 .122 .109 -.059 .205

item8 .882 .304 .224 .086 .091 .092 -.002 .026

item9 .779 .388 .164 .237 .141 .087 -.132 .007

item10 .307 .227 .055 .187 .220 .034 .045 .132

item11 .098 .169 .260 .321 .230 .080 .431 -.137

item12 .424 -.005 .269 .772 .249 -.147 .277 .019

item13 .559 -.051 .357 .266 .398 -.192 .135 -.371

item14 .207 .081 .316 .146 .072 -.170 .879 -.127

item15 .141 .039 .245 .239 .004 -.152 .479 -.146

item16 .194 .092 .136 -.752 .075 -.433 .884 .037

item17 .823 .352 .306 .052 .063 .135 .084 -.103

item18 .241 .059 .258 .781 .188 .051 -.049 -.032

item19 .339 .101 .263 .419 .023 .038 -.013 -.284

item20 .308 -.017 .072 .846 .073 .117 -.204 -.074

item21 .231 -.068 .171 .923 .072 .070 -.115 .011

item22 .123 -.280 .484 .437 .394 -.344 -.009 -.156

item23 .293 -.166 .361 .754 -.042 -.152 .247 .138

item24 -.061 -.027 .140 .135 .213 -.867 -.070 .009

item25 .180 .196 .859 .201 .096 .121 -.074 -.066

item26 .176 .252 .842 .165 .203 .113 .318 -.029

item27 .701 .278 .223 .297 .361 -.034 .311 .000

item28 .660 .229 .139 .309 .325 .173 .381 -.234

item29 .248 .173 .628 .163 .168 .179 .272 -.044

item30 .572 .186 .102 .360 .475 .088 .448 -.041

item31 .416 .170 -.005 .496 .588 .155 .341 .061

 XXVIII

Appendix D: Table of Specification

Objectives 100% R.M. B.F.M. PH.A. P.A. S.M. N.M. Total

0% 35% 0% 0% 35% 30% 100%

Content 100%

Bisectors of angles and line segments. 15% 1 1 2

Line parallel or perpendicular to a given line. 15% 1 1 2

An angle of 900, 600, 450, 300. 1 1 2

15%
 XXIX

Triangle and quadrilaterals from sufficient data. 15% 1 1 2

Points at given distance from a straight line. 20% 1 1

Points equidistance from two intersecting straight lines. 1 1

20%

Total 100% 4 4 2 10

R.M. = Reflex Movement, B.F.M. = Basic Fundamental Movement, PH. A. = Physical

Ability, P.A= Perceptual Ability, S.M. = Skilled Movement, N.M. = Non-discursive
Movement.

Appendix E: WHAT TO DO BY THE STUDENTS

Carefully answer the following questions using pencil, ruler, pair of compass and
protractor

1. Bisector of angles and line segment

Draw a line AB =5cm and an arc above and below line AB with radius greater than half
line AB and taking point A as a centre
i. With centre B and the same radius draw arc to cut the previous ones at points C
and D
ii. Draw a line through the point of intersection of the arc which cut line AB
iii. Hence /AE/=/EB/
 XXX

2. Given angles XYZ, using Y as centre and any radius, draw an arc to cut line YZ at
A and line YX at B. with centre A, B and equal radii (either equal to line AB or greater
than half of AB), draw arc to meet at T join TY.
3. Construction of line perpendicular AND parallel to a given line:

Suppose there is a straight line PQ and a point X on it. With centre X and any convenient
radius, draw a semi circle to cutting PQ at A and B. then using centre A and B and the
same radius than AX (at least) draw arcs to cut one another at Y. join YX to have the
required perpendicular line

4. Draw a line /PQ/=8cm, locate any point X and Y such that the two points X and Y
such that the two points X and Y are opposite side of line PQ. Construct a parallel line
each to line PQ through point X and Y.
5. Construct angles 900, 600 separately
6. Construct 450 and 300 together
7. Construction of triangle:

Construct a triangle ABC such that AB =7cm, AC =6cm and BC = 8cm. construct the
bisector of angle A meeting line BC at X. Measure ∠CAB

8. Construction of quadrilateral:
Construct a quadrilateral PQRS such that PQ =6cm, QS = RS =9cm, PQS=75 0
find PS and QR

9. Construction of Locus of point at a given distance from a straight line

i. Construct a circle using pair of compasses, Locate the center and Label the
center P
ii. Pick three point along the circumference of the circle and label ABC
iii. Measure the distance PA, PB and PC
iv. Use point A as center, drawing arcs above and below line AB using a given
radius.
v. Using B as centre with the same radius draw arcs to intersect the earlier arcs
below and above line AB
vi. Labeling point of intersection above and below CD
vii. Join point C to D

10. Construction of points equidistant from two intersecting straight lines

 XXXI

Construct a triangle ABC such that AB =6cm, AC = 11cm and ABC =135 0.
Construct the locus l1 of point, which is equidistance from A, and B. construct the
locus l2 of point which is 4.5cm from A. locate the point P1 and P2 where l1 and l2
intersect. Measure P1 P2

Appendix F:

Rating scale and schedule of Observation for Assessing Mathematics Skills in Senior
Secondary Schools.

Name.............................. Sex..............................
S/N PRE-CONSTRUCTION SKILLS 5 4 3 2 1
1 Selection/use of clean drawing sheet
2 Availability of a complete mathematical set
3 Selection of appropriate pencil (HB)
4 Sharpness of pencil
5 Selection of clean eraser
6 Selection of a very good pair of compass
7 Fixing of the pencil in a compass
8 Tightening of the pencil to the compass
9 Selection of straightedge ruler
 XXXII

Skills To Be Assessed In The Bisecting of A Given Line Segment 5 4 3 2 1

10 Drawing a line A-B
11 Drawing of an arc above and below the line AB with radius greater than half
line AB and point A as a centre
12 With centre B and same radius draw arc to cut the previous ones at point C and
D
13 Accurate identification of point C and D
14 Draw a line through the point of intersection of the arc which cut line AB
15 Identifying the meeting point of line AB and EB along line AB
16 Equality of point AE and EB along AB

Construction of a line perpendicular to a given line 5 4 3 2 1

17 Draw line PQ
18 Pick a point X along line PQ
19 With center X and any convenient radius draw a semi circle cutting line PQ at
point A and B
20 With center A along line PQ draw an arc with radius greater than AM
21 With center B along line PQ draw an arc using the same radius as that of first
arc
22 Naming point of intersection of the two arcs O
23 Joining point OX accurately
24 Measurement of angle PXO correctly

Skills to be assessed in the Construction of angles

25 Drawing angle 900
26 Ability to measure angle 900 with protractor
27 Bisecting angle 900 to obtain angle 600
28 Ability to measure angle 600 with protractor
29 Drawing angle 450 from angle 900
30 Ability to measure angle 450 with protractor
31 Drawing angle 300 from 450
32 Ability to measure angle 300 with protractor
33 Holding the protractor correctly
34 Correct reading of protractor

Skills to be assessed in construction of triangle 5 4 3 2 1

35 Drawing of straight line A-B of a given length accurately
36 Putting the point of the compass on point of reference (A)
37 Drawing an arc above AB
38 Drawing another arc to cut the first arc from point B along the line AB
39 Measuring accurately the distance between point A and C intersection of the
two arcs
40 Measuring accurately the distance between point B and C intersection of the
two arcs
41 Accuracy in picking the point of intersection as point C
42 Drawing a point to join point A and C accurately
43 Drawing a point to join point B and C accurately
44 Measuring angle CAB accurately
 XXXIII

Skills to be assessed in construction of quadrilateral 5 4 3 2 1

45 Dexterity
Skills to beofassessed
the handininthe
drawing a straightofline
construction PQ of
Locus =6.5cm
point at a given 5 4 3 2 1
46 distance
Constructfrom a given point PX at P
the perpendicular
55 Constructing a circle using pair of compasses
47 Construct the perpendicular QY at Q
56 Locating the center and Labeling the center P
48
57 With center
Picking threePpoint
= 2.25 construct
along arc to cut PXofatthe
the circumference S circle and label ABC
58 Measuring distance PA, PB and PC
49 With center Q = 2.25 construct arc to cut QY at R
59 Equality of PA, PB and PC
50
60 Ability
Able to join
to use SRAto
point asmake thedrawing
center, rectangle complete
arcs above and below line AB using
51 aChoose
given radius.
any 2 sides of the triangle PQR from rectangle PQRS.
61 Using B as centre with the same radius draw arcs to intersect the earlier
52 Findbelow
arcs the perpendicular
and above line bisector
AB of the such two sides, call it A
62
53 Labeling point
With center of intersection
A radius PA, drawabove and below DE
a circle
63 Join point D to E
54 Measure line PA the radius of the circle

Construction of points equidistant from two intersecting straight lines 5 4 3 2 1

64 Draw line AB =6cm
65 Draw line AC =11cm
66 Construct ABC =1350
67 Locate locus l1 by finding the perpendicular bisector of line AB
68 Locate locus l2 with radius 4.5cm from the circle center A
69 Find where l1 and l2 meet
70 Label them P1 and P2 respectively
71 Measure the distance P1 and P2
72 Record the length down

Very good = 5, Good = 4, Fair = 3, Poor = 2, very poor =1

 XXXIV

Appendix G:

Factor 1. Pre-construction skills,

 Availability of a complete mathematical set,

 Sharpness of pencil
 Selection of a very good pair of compass,
 Fixing of the pencil in a compass
 Tightening of the pencil to the compass.
Factor 2. Skills to be assess in bisecting a given line segment,

 Drawing of an arc above and below the line AB with radius greater than half line AB and
point A as a centre

 Draw a line through the point of intersection of the arc which cut line AB

 Identifying the meeting point of line AB and EB along line AB

 Equality of point AE and EB along AB

Factor 3. Skills to be assess in the construction of line perpendicular to a given line,

 XXXV

 Picking a point M along line PQ

 With center M and any convenient radius draw a semi circle cutting line PQ at point A
and B
 With center A along line PQ draw an arc with radius greater than AM
 With center B along line PQ draw an arc using the same radius as that of first arc
Factor 4. Skills to be assess in the Construction of angles,


Drawing angle 900

Ability to measure angle 900 with protractor

Drawing angle 450 from angle 900

Ability to measure angle 300 with protractor

Holding the protractor correctly
Factor 5. Skills to be assess in the construction of triangle and quadrilateral angle,
 Drawing of straight line A-B of a given length accurately
 Drawing an arc above AB
 Drawing another arc to cut the first arc from point B along the line AB
 Measuring accurately the distance between point B and C intersection of the two arcs
 Drawing a point to join point A and C accurately
 Measuring angle CAB accurately
 Dexterity of the hand in drawing a straight line PQ =6.5cm
 With center P = 2.25 construct arc to cut PX at S
 With center Q = 2.25 construct arc to cut QY at R
 Measure line PA the radius of the circle
Factor 6. Skills to be assess in construction of locus of a point at a given distance
from a given point,
 XXXVI

 Locating the center and Labeling the center P

 Picking three point along the circumference of the circle and label ABC
 Measuring distance PA, PB and PC
 Equality of PA, PB and PC
 Able to use point A as center, drawing arcs above and below line AB using a given radius.
 Join point D to E
Factor 7. Skills to be assess in construction of Point equidistance from two
intersecting straight lines.

 Locate locus l1 by finding the perpendicular bisector of line AB

 Locate locus l2 with radius 4.5cm from the circle center A

 Find where l1 and l2 meet

 Measure the distance P1 and P2

 XXXVII

Test Statistics

N 4

Kendall's Wa .812

Chi-Square 13.000 Appendix H: Kendall's W Test.

Df 4

Asymp. Sig. .011

a. Kendall's Coefficient of
Concordance
 XXXVIII

Appendix I:

The West African Examinations Council (WAEC) Performance in the Senior School Certificate
Examinations: May/June, 2004-2007: Mathematics. Source: Statistics Office, WAEC, Lagos, Nigeria
(2009)

YEAR CREDIT A1-C6 FAIL F9

% %

2004 29.59 37.61

2005 25.36 36.93

2006
YEAR TOTAL NO 34.48
OF CANDIDATE 29.65
CREDIT A1-C6 PASS P7-P8 FAIL F9
2007 29.94 26.54
% % %

2004 1019524 33.97 28.16 34.47

2005 1054853 38.20 25.36 34.41

For 2006 1149277 41.12 31.09 24.95

2007 1249028 46.75 26.72 24.24

English