Ogwudile, Chinenye Linda (2026) APPLICATION OF STUFFLEBEAM’S MODEL IN ASSESSING SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN ECONOMICS IN ENUGU STATE. Masters thesis, Godfrey Okoye University, Enugu.
Full text not available from this repository.Abstract
This study investigated the application of Stufflebeam’s model in assessing secondary school students’ academic performance in Economics in Enugu State. The study was guided by four specific purposes, four research questions, and four null hypotheses. Specifically, it determined the extent to which Context, Input, Process and Product evaluations are applied by Economics teachers and examined differences in the mean scores of teachers in urban and rural schools. A descriptive survey research design was adopted. The study was conducted in public secondary schools across the six education zones of Enugu State. The population comprised 279 Economics teachers. The researcher used the entire population because they are manageable. Data were collected using the researcher-developed Stufflebeam’s Model Application Questionnaire (SMAQ), which was face validated by three experts. The instrument yielded an overall Cronbach Alpha reliability coefficient of 0.81. Mean and standard deviation were used to answer the research questions, while the independent samples t-test was used to test the hypotheses at the 0.05 level of significance. The findings showed that Context and Process evaluations were applied to a low extent, Input evaluation was applied to a high extent, while Product evaluation was applied to a very high extent. The results further showed no significant difference between urban and rural teachers in the application of Context, Process and Product evaluations, whereas a significant difference existed in the application of Input evaluation in favour of urban teachers. The study concluded that the CIPP evaluation model is not holistically applied in assessing students’ academic performance in Economics, with excessive emphasis placed on summative Product evaluation at the expense of diagnostic and formative evaluations. It was recommended, among others, that regular teacher training on the CIPP model be organized, educational resources be equitably distributed across schools, and formative evaluation practices be integrated into classroom instruction to improve students’ academic performance in Economics.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education |
| Depositing User: | Uchenna Eneogwe |
| Date Deposited: | 30 Oct 2026 12:39 |
| Last Modified: | 30 Oct 2026 12:39 |
| URI: | http://eprints.gouni.edu.ng/id/eprint/6360 |
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