Abstract
The study investigated effect of Portfolio Assessment Technique (PAT) on
transfer of learning in Agriculture among Economics Students in Nsukka
Local Government Area, (LGA) Enugu State, Nigeria. Specifically, it
determined mean transfer of learning scores among Economics students
taught with PAT and those taught with conventional assessment; mean
transfer of learning scores among rural and urban economics students; and
interaction effect of assessment technique and location on transfer of
learning among Economics students. The study had three research
questions and three hypotheses. Quasi-experimental design was used.
Population of 2,565 SS2 students in 30 government secondary schools in
Nsukka Local Government Area, had a sample of 169 Senior Secondary two
Economics students. Instrument for data collection was Economics
Transferability Test (ETT). The ETT instrument had both face and content
validation. ETT had a reliability coefficient of 0.74. Mean scores were used
to answer the research questions while Analysis of Covariance (ANCOVA)
was used to test the null hypotheses at 0.05 level of significance. The
findings revealed that PAT was more effective on students transfer of
learning than Conventional Assessment Technique (CAT) in Economics.
There was no significant influence of location on students’ transfer of
learning in Economics among others. It was recommended among other
things that teachers should be properly guided on the use and benefits of
Portfolio Assessment Technique in the classroom to expand students'
ability for learning transfer and self-evaluation.