Impact of Assessment on Motivation of Biology Senior Secondary School (2) Students in Ogba Egbema Ndoni L.G.A Rivers State

Abstract

Learning and particularly assessment practices that encourage a self determined approach enhance feelings of well being and achievement motivation. Students in a first term biology senior secondary school two (11) unit, were the participants for an evaluation of the impact of assessment. The intrinsic motivation inventory was used to assess psychological reactions. A repeated measures comparison for each motivation variable was conducted using mixed model analysis interest/enjoyment and perceived competence were significantly lower in week 7 with Pressure/Tension being significantly higher when the most number of assessment items per student were due. For this group of students the demands of assessment have been shown to have a psychological impact.

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