Effect of Assessment for Learning Strategies on Academic Performance in Physics by Class Type (Male, Female, Mixed) in Senior Secondary School (Ssi) in Maiduguri Metropolis, Borno State, Nigeria

The study investigated Effects of Assessment for Learning Strategies on the Academic Performance of senior secondary school students in Physics by class types in Borno State, Nigeria.. The study was quasi-experimental non-equivalent groups design. The population of the study comprised 8,314 SS I in 17 Senior Secondary Schools in Maiduguri Metropolitan for the students’ enrolment of 2024/2025 academic session. Purposive sampling technique was used to select one (1) mixed school from the senior secondary schools in Maiduguri metropolitan, Borno State. The instrument called Physics Academic achievement Test Scale (PATS) was used to collect data on the academic achievement of the students in Physics. The instruments had Cronbach alpha reliability coefficient of 0.89. At 0.05 level of significance, Analysis of Covariance (ANCOVA) was used to test all the null hypotheses raised and the gender difference in the effect. The study revealed that Assessment for Learning Strategies had significant effect on the academic performance of the students in Physics while, gender did not vary significantly in the effect of academic performance of the students It was recommended that examination bodies like NECO, WAEC, NABTEB, STAN and all relevant stakeholders should appreciate, support and sustain the use and proper implementation of Assessment for Learning Strategies in learning Physics.