Analyzing the Relationship between Philosophical Beliefs and Assessment Strategies among Secondary School Educators in Lagos State, Nigeria

Résumé

This study investigates the relationship between the philosophical beliefs of secondary school teachers in Lagos State, Nigeria, and their assessment strategies. The primary purpose is to understand how these beliefs influence teaching practices and, consequently, student learning outcomes. The research is guided by three objectives: to explore the philosophical beliefs held by teachers, analyze the assessment strategies they employ, and determine the relationship between these beliefs and their assessment methods. Employing a survey design, the study collected quantitative data from a population of secondary school teachers across four Local Government Areas (LGAs) in Lagos State. The sample consisted of 400 teachers, with 100 participants from each LGA, selected using a combination of convenience and stratified random sampling techniques. A structured questionnaire with 21 items was developed, ensuring content validity through expert review and achieving a reliability coefficient of 0.85 via pilot testing. Data were collected over three months, resulting in 305 usable responses, and analyzed using descriptive statistics and inferential tests, including Pearson correlation and F-tests. The findings revealed a strong positive relationship between teachers' philosophical beliefs and their assessment strategies, indicating that educators who embrace progressive beliefs are more likely to utilize innovative assessment methods. The study concludes that aligning assessment practices with philosophical beliefs is critical for enhancing educational outcomes. Major recommendations include implementing continuous professional development programs and fostering a reflective practice environment among educators to promote effective assessment strategies that align withcontemporary educational philosophies.