THE ROLES OF FORMATIVE AND SUMMATIVE EVALUATION ASSESSMENTS ON STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN MIRI DISTRICT OF BAUCHI STATE.

Abstract

This study examined the roles of formative and summative evaluation assessments on students’ academic performance in senior secondary schools in Miri District, Bauchi State. A descriptive survey design was adopted, involving 80 respondents 40 students and 40 teachers who were sampled using a structured questionnaire. All respondents returned valid questionnaires, yielding a 100% response rate. Data were analyzed using descriptive statistics, Pearson Product Moment Correlation (PPMC). Findings revealed positive but weak correlations between students’ perceptions of formative and summative evaluation effectiveness and their academic performance. Specifically, formative assessment showed r = 0.12 (p = 0.45), and summative assessment showed r = 0.08 (p = 0.57), indicating that neither correlation was statistically significant. Combining perceptions of both assessments yielded a similarly weak correlation (r = 0.15, p = 0.37). These results suggest that while students perceive formative assessment as slightly more beneficial for enhancing learning outcomes, the differences between the effectiveness of formative and summative assessments are not statistically significant. Consequently, the null hypothesis (H01) is retained, confirming no significant difference between formative and summative evaluations in improving students’ academic performance in the study area. The findings support the view that formative and summative assessments are complementary, and both contribute to student learning when applied appropriately. This underscores the importance of integrating both assessment types to optimize educational outcomes in senior secondary schools.