Necesidad de educar en valores en la escuela

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Teacher -Student Relationship

Treatment Academic Self- Efficacy

H

M L Total

1

H 33 22 9 64

M 27 11 5 43

L 20 10 5 35

2

H 30 13 8 51

M 24 10 3 37

L 18 10 2 30

3

H 38 25 9 72

M 20 10 4 34

L 10 10 2 22

4

H 36 14 12 62

M 12 10 5 27

L 8 9 7 24

5 H 25 9 6 40

M 12 10 8 30

L 23 10 6 39

6 H 11 20 7 38

M 10 23 4 37

L 9 17 6 32

Control

H 20 28 11 59

M 12 10 10 32

L 8 20 10 38

Total 406 301 139 846

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2. Out-of-class based Continuous Assessment Mode Battery (OCAMB)

3. Classroom and Out-of-class based Continuous Assessment Modes Battery (COCAMB)

4. Attitude To Learning Commerce Battery (ATLCB)

Batteries 1, 2 and 3 contained same items which varied in words and in number placement.

3.6.1 Student’s Perception of Teacher-Student Relationship Scale (SPTSRS)

This instrument generated information about student‘s assessment of the relationship that existed between them and their teachers. The instrument consisted of two parts. Part A is the bio-data and Part B comprised 30 items with 4-point scale. Part A elicited information about the students backgrounds while Part B was designed to enable students assess the relationship that existed between them and their teachers. The response format was as follows: A = Always, O = Often , FO = Fairly Often, NAT = Not At All. 100 respondents were used for the validation exercise and the reliability of this instrument was 0.80 using Cronbach Alpha (See Appendix XVIII, pp 281 -283).

3.6.2 Commerce Self-Efficacy Scale (CSES)

These instruments generated information about students‘ judgement or believe in their ability to succeed in Commerce. The instrument comprised Part A: the bio-data and Part B which consisted of 18 items with 4-point scale. It was designed and used to assess the students‘ Commerce self efficacy. The response format was as follows: ATM = Always true of me, TM = True of me, FTM

= Fairly true of me, NTM = Not true of me. 100 respondents were used for the validation exercise and the reliability of this instrument was 0.78 using Cronbach Alpha (See Appendix XIX, pp 284-285).

80 3.6.3 Commerce Achievement Test (CAT)

The achievement test in Commerce consisted of multiple objectives test constructed by the researcher using a test blue print and the items were 100 derived from 8 topics in SS 2. The cognitive domains measured were Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation. The objective test generated were trial tested and the difficulty indices and discriminating indices of the items were found. 100 respondents were used for the validation exercise. The items with difficulty indices between 0.40 and 0.75 and with discriminating indices between 0.31 and 0.45 were adopted and 50 items that survived were finally selected and used. The reliability coefficient was determined using Kuder-Richardson (KR-20) and the reliability coefficient was 0.74. Table 3.3 below shows the final test blueprint for the selected items (See Appendix VIII, pp 219-224).

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Table 3.3: Test blue print showing the number of items selected based on each level of the cognitive domain

Content

Know-ledge

Compre-hension

Applic -ation

Analysis Synthesis Evalu-ation

Total

Credit 1 (8) 1 ( 9) 1 (7) 1 (10) 1 (9) - 05

Banking System 2 (12,15)

1 (16) 2 (13, 19)

1 (17) 1 (14) 1 (18) 08 Consumer

Protection

2(11,20) 1 (22) 1 (26) 1 (21) 1 (24) 2 (23, 25)

08

Money and

Capital Markets

- 2 (30, 31)

1 (32) 1 (27) 1 (28) 1 (29) 06 Insurance 1 (33) 1 (36) 1 (37) 1 (34) 1 (35) 1(38) 06

Means of

payment in

local and

foreign trade

1 (39) 1 (40) 1 (42) 1 (41) 1 (43) - 05

Transportation 1 (44) 1 (47) 1 (48) 1 (45) 1 (46) 2 (49, 50)

07

Career

opportunities in Public and Private

Organisations

1 (1) 1 (2) 1 (5) 1 (3) 1 (4) - 05

Total 9 9 9 8 8 7 50

The figures outside the brackets are number of items constructed on each levels of the cognitive domain while the figures inside the brackets are the item numbers on the Commerce achievement test.

3.6.4 Attitude towards Learning Commerce Scale (ATLCS)

This instrument was developed to determine students‘ attitude towards Commerce. The instrument consisted of two parts: Part A was the bio-data and Part B consisted of 23 items with 4-point scale. Part A elicited information about the students while Part B was designed and used to elicit information about students‘ attitude toward Commerce. The response format was as followed:

ATM = Always true of me, TM = True of me, FTM = Fairly true of me, NTM = Not true of me. 100 respondents were used for the validation exercise

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and the reliability of this instrument was 0.75 established using Cronbach Alpha (See Appendix XVII, pp 279 - 280).

3.6.5 Classroom based Continuous Assessment Modes Battery (CCAMB)

The classroom-based continuous assessment modes battery comprised a test for each CA technique: teacher guided peer assessment, written quiz, and end-of-lesson assessment. This was regarded as teacher-made series of test needing no validation and was administered during and at the end of each topic (See Appendix IX, pp 225 - 229)

3.6.6 Out-of-class based Continuous Assessment Modes Battery (OCAMB)

The out-of-class based continuous assessment modes battery comprised a test for each CA technique: take home assignment, projects and group assignment.

This was regarded as teacher-made series of test needing no validation and was administered during and at the end of each topic (See Appendix X, pp 230 - 233)

3.6.7 Classroom and Out-of-class based Continuous Assessment Modes Battery (COCAMB)

The classroom and out-of-class based continuous assessment modes battery comprised six a test for each CA technique: teacher guided peer assessment, written quiz, end-of-lesson assessment, take home assignment, projects and group assignment. This was regarded as teacher-made series of test needing no validation and was administered during and at the end of each topic. (See Appendix XI, pp 234 - 238)

3.6.8 Attitude towards Learning Commerce Battery (ATLCB)

The attitude to learning Commerce battery was designed to assess the attitude of students toward learning Commerce for both classroom-based and out-of-class based continuous assessment modes. This was regarded as teacher-made series of attitudinal scales needing no validation. The battery measures the attitude of

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students towards each topic. The response format was as followed: ATM = Always true of me, TM = True of me, FTM = Fairly true of me, NTM = Not true of me (See Appendix XII, pp 239 – 243).

3.7. Continuous Assessment Modes Packages for Cognitive and Affective