Author(s)

Nwokocha Chikpanim^*, Abraham M. Nath

Affiliation(s)

Department of Educational Management and Planning, Faculty of Education, University of Port Harcourt, Rivers State, Nigeria.

Corresponding Author

Nwokocha Chikpanim

ABSTRACT

This study was carried out to assess meritocracy-based management strategies for academic streaming at Federal Government Girls’ College (FGGC), Abuloma, Rivers State, Nigeria. A descriptive survey design was employed, involving 54 educators, including 23 senior and 31 junior teachers, selected through a stratified total census sampling technique. Data were collected using a self-structured questionnaire titled "Meritocracy-Based Management Strategies for Academic Streaming," which consisted of 15 items rated on a four-point Likert scale. The questionnaire underwent face and content validation by three experts and achieved a reliability coefficient of 0.83, as determined by Cronbach Alpha analysis. Mean scores and standard deviations were used to address the research questions, while z-tests analyzed the hypotheses at a 0.05 alpha level. Findings revealed that respondents highly rated the management of assessment integrity, performance-based assignments and feedback. However, concerns regarding technology usage and support for slow learners were identified as critical areas needing improvement to enhance merit-based educational outcomes. Therefore, the study concluded that FGGC Abuloma requires enhancements in assessment integrity and technology to cater to diverse student needs. Recommendations include increasing technology use in assessments and providing retraining and supervision for teachers on performance-based evaluations.

KEYWORDS

Meritocracy; Assessment integrity; Performance-based assignments; Feedback; Academic streaming

CITE THIS PAPER

Nwokocha Chikpanim, Abraham M. Nath. Assessment of meritocracy-based management strategies for academic streaming of students at federal government girls'college, abuloma, rivers state, Nigeria. World Journal of Educational Studies. 2024, 2(4): 15-22. DOI: https://doi.org/10.61784/wjes3010.

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