Instructional Supervision as Predictor of Learning Support and Evaluation Practices of Senior Secondary Schools in Sokoto State, Nigeria

Abstract

This study examined instructional supervision as predictor of learning support and evaluation practices in senior secondary schools in Sokoto State, using a correlational survey research design. Two hypotheses were tested at the 0.05 level of significance. The population comprised 2,831 teachers and administrators (principals and vice principals) drawn from six education zones in the state. Proportionate sampling technique was used to select 495 participants for the study. Data were collected through three researcher-developed instruments: (i) Instructional Supervision Assessment Questionnaire (ISAQ) (ii) Learning Support Questionnaire (LSQ) and (iii) Evaluation Practices Questionnaire (EPS). The instruments were validated by experts, producing content validity indexes - CVI of 0.85 for ISAQ, 0.90 for LSQ and 0.88 for EPS. Reliability coefficient of 0.89, 0.88 and 0.87 were established for ISAQ, LSQ and EPS respectively. Pearson Product Moment Correlation (PPMC) was employed for data analysis. The findings revealed a strong, positive and significant relationship between instructional supervision and learning support, as well as between instructional supervision and evaluation practices in senior secondary schools in Sokoto State. Part of the recommendations stated that education stakeholders should strengthening instructional supervision practices since instructional supervision significantly influences learning support. Also there should be intensified supervisory focus on assessment practices through monitoring of continuous assessment records, examination setting and grading procedures.