Macpherson C. Nwogu, Ordu Pac Diseph


This study was necessitated by the need to shift the status quo from the traditional assessment to more student-centred assessment strategies that would ensure effective assessment of students' learning in Business teacher education programme. Two research questions guided the study. Descriptive survey research design was employed for the study. The population consist of 262 business educators from the 10 Colleges of Education in South-south, Nigeria. The entire population was studied without sampling because the size was not too large. The instrument for data collection was a structured questionnaire titled “Utilization of Multiple Assessment Strategies in Business Teacher Education Programme” (QUMASBTEP). The questionnaire was divided into two clusters; A and B. Cluster A was structured on a five-point rating scale of very highly utilized (VHU), highly utilized (HU), moderatelyutilized (MU), lowly utilized (LU) and very lowly utilized (VLU) for research question one. Cluster B was structured on a five-point rating scale of very high extent (VHE), high extent (HE), moderate extent (ME), low extent (LE) and very low extent (VLE).Face validity of the instrument was established using the opinion of three experts. The internal consistency of the instrument was determined using Cronbach alpha formula and reliability coefficient values of 0.77 and 0.79 were obtained for the two clusters with an overall reliability coefficient value of 0.80. Out of the 262 copies of the instruments administered, 250 copies were retrieved and were used for data analysis.Data collected was analyzed using mean scores and standard deviation. Findings of thestudy revealed that multiple assessment strategies are moderately utilized in Business teacher education programme in Colleges of Education in South-south Nigeria. The study concluded that the level of utilization of multiple modes of assessment strategies in business teacher education programme in Colleges of Education in South-south, Nigeria is not adequate. Based on the findings and conclusion, it was recommended among others that there should be training programmes and skill development for Business education lecturers that will encourage them to have the requisite skills, competences and exposure to be more proficient in the utilization of variousmultiple modes of assessment strategies in assessing their students' learning.

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