Portfolio as a Tool for Assessing Students Affective Learning Outcomes in Economics in Ebonyi State Secondary Schools

Simobi Ozioma Roseline^1, and Anikeze Christiana Obiageriaku¹

¹Ebonyi State College of Education Ikwo

Cite this paper:
Simobi Ozioma Roseline and Anikeze Christiana Obiageriaku. Portfolio as a Tool for Assessing Students Affective Learning Outcomes in Economics in Ebonyi State Secondary Schools. American Journal of Educational Research. 2019; 7(5):343-348. doi: 10.12691/education-7-5-1

Abstract

This study assessed how portfolio could help to assess students’ affective learning outcome in Economics in secondary schools in Ebonyi State. The study adopted descriptive survey design. The population of the study comprises population of this study comprised of 433 Economics teachers in all the public senior secondary schools in Ebonyi State. The entire teachers served as the sample of the study. The instrument for data collection was a structured questionnaire developed from the literature titled “Portfolio as Tool for Assessing Students’ Affective Learning Outcome in Economics” (PTASALOE). Both descriptive and inferential statistics were used in analyzing data in this study. The data collected was analyzed in relation with the research questions and hypotheses. The study revealed among other things that teachers needs competencies for assessment of students’ affective learning outcomes in Economics using portfolio, that that portfolio assessment if applied by teachers improves students’ affective learning outcome in Economics. Based on these findings, the study recommended that government should organize workshops for training of teachers of economics on the application of portfolio in assessing students’ learning outcomes in affective behaviour.

Keywords:
assessment portfolio economics

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