Akande, Martina TaiwoAllahnana, Kwanza MaikudiCharles, Maduegbuna Anikweze2023-12-132023-12-132019-07-30Allahnana K.M. et. al. (2019) ENHANCING STUDENTS' ACADEMIC ACHIEVEMENT IN MATHEMATICS THROUGH EFFECTIVE LEARNING AND FEEDBACK ASSESSMENT IN SENIOR SECONDARY SCHOOLS IN AHUJA MUNICIPALITY, NIGERIAhttps://keffi.nsuk.edu.ng/handle/20.500.14448/4116This study examined, through experimentation, how students' academic achievement in Mathematics could be enhanced through effective assessmentfor learning with immediatefeedback among senior secondary school students in Abuja municipality, Nigeria. Quasi-experimenta! study of pretest-posttest design was adopted. Two research questions were raised and two corresponding hypotheses were formulated. Two intact SS 1 classes randomly picked from two randomly selected public secondary schools in Abuja municipality were usedfor the study. The selected classes were randomly assigned to experimental and control groups. A total op5 students were used as participants for the study. A 20-item Mathematics Achievement Test (MAT) was designed and used for data collection. The instrument was face-validated besides content validity through test blue-print. It was also pilottested using split-half method to determine its reliability co-efficient which was 0.86. The experimental group was exposed to assessment with immediate feedback while the control grorp was denied feedback. The data were collected and analysed using descriptive statistics of mean and standard deviation to answer the research questions while t-test inferential statistics was applied to test the null hypotheses at the 0.05 level of significance. The results showed that students exposed to assessment with immediate feedback had a higher achievement gain than their counterparts who were denied feedback. Based on the findings, it was recommended that assessment with feedback, like positive reinforcement, should be used to enhance students' learning and performance.eneffective learning, feedback, assessment, academic achievement, genderArticle