EFFECTIVENESS OF ASSESSMENT-SUPPORTED LEARNING IN STIMULATING MATHEMATICS INTEREST AMONG SECONDARY SCHOOL STUDENTS IN ONITSHA

This study investigated the effect of the Assessment Supported Instructional Model (ASIM) on senior secondary two students’ interest in mathematics in Onitsha Education Zone, Anambra State. Guided by two research questions and tested with three hypotheses, the study employed a quasi-experimental design. The population consisted of 6,257 SS2 students offering mathematics, from which a sample of 130 students was drawn using purposive and random sampling techniques across 19 co-educational schools. Data were collected using the Students’ Mathematics Interest Rating Scale (SMIRS), which was validated by three experts and demonstrated a reliability coefficient of 0.81 via Cronbach’s Alpha. Pretest and posttest scores were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 significance level. Results revealed that ASIM significantly increased students’ interest in mathematics compared to the Conventional System of Instruction (CSI). Additionally, the model equally enhanced interest among male and female students. The study recommends the adoption of ASIM by mathematics teachers to improve students’ engagement and interest in mathematics.