ASSESSMENT AND STUDENT MOTIVATION: A STUDY OF SS2 BIOLOGY STUDENTS IN OGBA–EGBEMA–NDONI, RIVERS STATE

Abstract

Learning and particularly assessment practices that encourage a self-determined approach enhance feelings of wellbeing 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