PEER INFLUENCE AND SELF EFFICACY AS CORRELATES OF THE RELIABILITY OF CONTINUOUS ASSESSMENT SCORES
Keywords:
Benin Metropolis, CA, Peer Pressure, Reliability, Self-Efficacy, Senior Secondary School II, Students’ Perceptions, Continuous Assessment ScoresAbstract
This study examined the influence of peer pressure and self-efficacy on students’ perceptions of the reliability of Continuous Assessment (CA) scores in Senior Secondary School (SSS) II in Benin Metropolis. To guide the study, four research questions were raised and four null hypotheses were tested at a 0.05 significant level. The study sampled 200 SSSII students in Benin Metropolis. A correlational survey research design was employed to achieve the general aim of the study. Data were collected through a structured and validated questionnaire, which yielded a coefficient value of 0.92, using a Cronbach’s alpha statistic. Mean, Standard Deviations, One-Sample t-tests and Spearman Correlation statistics were used to analyze the data collected from the respondents. The findings revealed that students generally perceived CA as fair and reliable, with peer influence significantly shaping their perceptions. A slight positive correlation was found between self-efficacy and perceived CA reliability, suggesting that students with lower self-confidence were more likely to question the fairness of their assessments. The authors of the study, therefore, emphasized the need for transparent assessment practices and timely feedback to enhance student trust and correct the misconceptions surrounding CA.
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