INTEGRATION OF RUBRICS IN SELF-ASSESSMENT AND PEER-ASSESSMENT: EFFECT ON UNDERGRADUATE STUDENTS’ STATISTICS ATTITUDE, SELF-EFFICACY AND PERFORMANCE
Abstract
This study was undertaken to investigate the effect of rubrics integration in self-assessment and peer-assessment on attitude, self-efficacy and academic performance of undergraduate students in basic statistics in Rivers State. The non-equivalent quasi-experimental research design was used for the study with a sample of 104 undergraduate students who served as volunteers. The study was guided by three research questions and three corresponding null hypotheses. The study used three major instruments for data collection for three variables under consideration, namelythe Survey of Attitudes towards Statistics (SATS), Statistical Self-Efficacy Scale (SSES), andStatistical Performance Test for Undergraduates” (SPTU). Reliability of the SATS and SSES yielded alpha coefficients of 0.85 and 0.90. The SPTU yielded a correlational coefficient of 0.73 using test-retest. Data for the study was collected over eight weeks and involved the collection of both pre-test and post-test scores. Mean, standard deviation and mean difference were used to answer the research questions while analysis of covariance was used to test the null hypotheses were applicable. Results showed that rubrics integrated with peer assessment had the highest positive effect on students' statistical attitude, self-efficacy and academic performance. However, the study also showed that rubrics integrated with self-assessment was more effective than traditional teacher-based assessment. Based on this result, it was recommended that education policymakers should engage more in promoting the use of self and peer assessment in the school system as this has been shown to improve students' academic achievement.
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