Assessing the Impact of Educational Measurement on Skill Acquisition and Inclusive Learning Among Undergraduate Students in Public Universities in Rivers State.

Abstract

The study assessed the impact of educational measurement on skill acquisition and inclusive learning among undergraduate students in public universities in Rivers State. Three research questions and three null hypotheses guided the study. The study adopted descriptive survey research design. The population for the study comprised 88,000 undergraduates in public universities in Rivers State while Taro Yamane formular was used to determine a sample size of 398 respondents. Simple random and tracer study technique was used to reach the respondents. A constructed questionnaire titled “Impact of Educational Measurement on Skill Acquisition and Inclusive Learning Questionnaire (IEMSAILQ)” with 15-items and four-point Likert rating scale was used. The questionnaire was validated by two experts in the Department of Educational Foundations to ascertain the validity and accuracy of the questionnaire constructed. The reliability index of 0.82 was established using Cronbach Alpha method. The 398 copies of the questionnaire were administered to the respondents while 190 copies were retrieved with the help of two research assistants. Mean and standard deviation was used to answers research questions while Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 level of significance. The study found that project-based learning portfolios, dynamic capstone projects and competency-based progress maps significantly proposed enhancement on skill acquisition and inclusive learning among undergraduate students in public universities in Rivers State. The study recommended among others that university leadership should be implementing project-based learning portfolios to enhance skill acquisition and foster inclusive learning for undergraduates.