Dickson C. Mgbonyebi, Veronica Olannye, Frederick E. Idele


The study investigated issues in evaluation of effective teaching and learning business education in universities in southeast, Nigeria. Two research questions guided the study and two null hypotheses were formulated and tested at 0.05 level of significance. The researchers studied the entire population of 75 business education lecturers and no sampling was considered, as the size was manageable. Data for the study were collected by means of questionnaire. The questionnaire adopted a modified four point Likert-type scale ratings. Test-retest method was used to obtain a reliability coefficient 0.89 for the study. Face and content validity was carried out on the instrument. Mean and standard deviation were used to analyze the research questions while t-test was used to test the null hypotheses at 0.05 level of significance. Findings revealed that periodical evaluation, consistency on students assessment across schools and classes are significant in marking practices, functional evaluation devices, objectivity in judgment of evaluation results and non-misapplication of continuous assessment are necessary for effective teachingand learning business education. Thus, it will provide opportunity for the teacher and the learner to discover where they have succeeded or failed and to determine the next line of action, and aspiration to learn more. Based on the findings, recommendations were made, among others, that, evaluation of effective teaching and learning business education should be done with positive intention to ensure critical analysis of new challenges facing the business education teachers.

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