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INFLUENCE OF
CONTINUOUS ASSESSMENT ON THE ACADEMIC PERFORMANCE OF SCHOOL STUDENTS
CHAPTER ONE
1.0 Introduction
Background
of the study
Continuous
assessment is one of the new concepts introduced in the Nigeria educational
system with the new national policy on education in short it is an interval
part of the new system of education otherwise known as the 9-3-3-4 system.
Assessment is an essential element in the educational process. A teacher must
make some measurements of the extent to which the learning experiences of
students have enabled them, achieve the stated objectives of the course of
study.
Ohunche on
Odili (2001) defines assessment as an involving the determination for the value
and work of a thing implies making decision. The changing needs and attitude of
individual children call for a continuous evaluation of such needs and trials
in order to enable the children understand themselves better. Their teachers to
improve on their teaching methods, the parents and guidance understood the
children, so that educational vocational and personal social decision can be
realistically made on them. Scholars have looked at the issues of the attitude
of students towards assessment in educational system and have seen that the
success education will ever offer is seriously tied to the facilities relevant
to it. According to Peretomode (2007) stock of educational facilities in public
school system in Nigeria is enormous even at the present state of their
insufficient and inadequacy. They represent substantial financial outlay to the
tax payer. Establishing new educational facilities is no longer that easy
because of the current state of economic depression and constantly raising
costs. Edem (2008) seeing the importance and position influence of school
facilities to educational achievement of students said. It is the duty of the
ministry or the board of education to make furniture’s, equipment, books and
expendable materials available to schools. Their inadequacy constitutes another
source of frustration and disillusion among teachers. African leaders earnestly
desire good education programmes for their people, but in many cases the
resources are so merger that little progress can be made.
According to
Inyong Abia (2002) continuous assessment are the pivot on which the wheel of
teaching and learning process rotates. As cited by Inyang Abia (2004) the use
of continuous assessment is the most significant aspect of influence for
students effective performance. According to Bayo (2005) the availability of
continuous assessment in learning process have the potency for motivating and
focusing learners attention on the lesson being presented.
According to
Obi (2003), a good continuous assessment can make the following contributions.
Promote the development of ready skills and encourage long term habits through
ready, listening and etc those learning habits from the key to continuous
success in school and to the personal encouragement of leisure this throughout
line. Assessment is not merely testing (Osokoya, 2006), it is a process through
which the quality of an individual work or performance is judged (Mwebaza,
2010). In relation to school setting. Greaney (2001) defines assessment as any
procedure or activity that is designed to collect information about the
knowledge, attitude, or skills of the learner or group of learners. Thus, in
the context of education, assessment can be defined as a predetermined process
through which the quality of a student’s performance in the three domains of
educational objectives (cognitive, affective, and psychomotor) is judged.
Assessment of students learning of curriculum contents in the area of
knowledge, skills, and values is a major pre-occupation of many educational
reforms. This is because results from such assessment not only provide
feedbacks regarding the educational progress of students but remain the
authentic yardstick for gaining the effectiveness of the teacher, the quality
of instruction and in part the functionality of any curriculum reform.
Continuous assessment as an assessment carried out in an ongoing process
(Mwebaza, 2010) is an objective judgment considered an important part of
structured assessment purposely designed and administered to enable the teacher
to evaluate some aspect of a students learning of a specific time.
A number of
characterizations of continuous assessment exist in the literature. According
to Agawam cited in Mwebaza (2010) continuous assessment not simply continuous
testing. Continuous assessment does not solely depend on formal tests.
Continuous assessment is more than giving a test; it involves every decision
made by the teacher in class to improve students achievement. Continuous assessment
as only a part of the field of educational evaluation is a method of evaluating
the process and achievement of students in educational institutions (Yoloye,
2006). This means that continuous assessment could be used to predict future
student’s performance in the final examinations and the possible success of
individuals at the workplace or on a particular job. Continuous assessment is a
formative evaluation procedure concerned with finding out in a systematic
manner, all gains that a student’s has made in terms of knowledge, attitudes
and skills after a given set of learning experience (Ogunniyi, 2004). A more
comprehensive definition of continuous assessment is given by Ezewu and Okoye
(2007).
Statement of
Problem
.Despite the
high premium placed on qualitative education, it is unfortunate to note that
secondary school teachers find it difficult in the implementation of the
programme. Therefore, it is stated that:
.The
validity of assessment records is often incomprehensive due to difference in
school academic standards, enrolments, infrastructure, staffing, facilities and
policies.
.Continuous
assessment tests are not often goal objective oriented, due to the limitations
of constant validity and test administration procedures.
.There is an
inadequacy in the availability of standardized instruments used for collating
data in continuous assessment tests in secondary schools.
.There is a
continuous decline in proper documentation and storage of continuous assessment
records and related information in most secondary schools.
.Continuous
assessment just like any other government policy cannot be implemented
effectively if there are underlying problem. (Ortyo-Yande;1988).
Most
teachers lack the skills on process as well as the practice of keeping the
records of children’s achievement as they are scored and graded and according
to the weightings given to each component area that has been assessed.
Another
problem most teachers face is that of incompetence in developing valid
assessment instrument for evaluation of behavioural outcomes in the three
domains. Most teachers seem to be confused in the amount of material content
that should be covered by each test.
Purpose of
the Study
The purpose
of this study is to find out the problems encountered in the theory and
practice of continuous assessment in selected secondary schools programme and
make recommendation on how these problems could be overcome at the same time
weighing the impact these problems of continuous assessment in teaching in
secondary schools.
Specifically,
the objectives of the studies include the following:
– To find
out the extent of teachers compliance with the continuous assessment standards.
– To
determine the ways of assisting teachers in improving upon their skill in
continuous assessment practice in Economics thereby enhancing the optimum
performance of the students.
– To
identify the factors that militates against Economic teachers compliance with
the laid down guidelines for continuous assessment.
Significance
of the Study
The
effective implementation of Continuous Assessment (C.A) has beneficial effects
to the learners, Teacher’s Parents or guardian and the educational system
general. This is due to the fact that Continuous Assessment is more useful,
practical, comprehensive and systematic than the traditional. One-shot
summative examination system (ALI and Akabue:1989) in addition of being
guidance oriented.
This research
work will be of immense benefit to all stakeholders in the education industry
such as:
To student
who are the end benefactors of the programme of continuous assessment.
It will help
the secondary school teacher to implement the continuous assessment programme
effectively.
Government
education planning agencies for validation of their training programme.
It
encourages good study habits among student. Students will see the need to work
continuously at their studies rather than engaging in what may be termed
“massed” learning towards the end of the year.
To the
educational system, continuous assessment provides objective data on whether
the standard of education is falling or rising. Parents/guardians are also
afforded of opportunity of being informed of the holistic assessment of their
children performance.
Scope of the
Study
The study is
united to the practices and problems encountered by economics teachers in the
implementation of continuous assessment in senior secondary school.
Research
Questions
This study
sought to answer the following Research Questions.
– To achieve
the aim of this research study a set of research questions were formulated thus
stated below:
– What other
aspect of educational objectives does continuous assessment measure apart from
the cognitive domain?
– What are
the teachers’ perceptions on continuous assessment as a system of evaluation in
secondary school?
– What are
the remedies to the problems of implementing continuous assessment and what
impact will it make on the learning process of the student in the secondary
schools.
– To what
extent do teachers in secondary school comply with the continuous assessment
guidelines?
DELIMITATION
OF THE STUDY
This study
was designed to cover five schools in Ado-ekitilocal government Area in
Ado-ekiti
Research
samples were drawn from pupils, teachers and principals.
Lack of time
hindered the researcher in extending the research to cover all the schools in
the federal capital territory. As a result few schools in the Ado-ekiti were
randomly selected.
Financial
constraint was another problem since the cost of moving from one place to
another was not easy as the researcher was not mobile to go round the schools.
OPERATIONAL
DEFINITION OF TERMS
The
following terms are defined as used in the study in order to avoid
misinterpretation by different individuals
Continuous
Assessment: This is a method of ascertaining what a pupils gains from school in
terms of knowledge, industry and character development, taking into account all
his/her performance in test assessment, project and other educational
activities during a given period which an education should determine.
Implentation:
The act or process of putting into efect some operations plans, policies or
idea is known as implementation.
Competence:
This has to do with effiiciency, the ability to be skillful. Knowledgeable and
to be effective in performing gien tasks. It implies the possession of
specialized skills active performance in specialized area like teaching field.
Assignment:
An ability which may be oral or practical given to learners by the teachers to
reinforce or access the rate of learning
Cognitive
Domain: Is an aspect of learning which deals with the learners intellect or
intellectual development. A behavioural objective of remembering which had been
learned.
Psychomotor
Domain: The psuchomotor domain dels with the manipulative skills and body
movement.
Affective
Domain: It has to do with values and beliefs attitudes and appreciation
interested social relation, emotional adjustment and life style.
6-3-3-4: The
new system of education in Nigeria has spent out by the 1981 national policy on
education briken down as:
6 – Years
primary education
3 – Years
junior secondary education
3 – Years
senior secondary education
4 – Years
tertiary or post secondary education
Education: A
process which affect a change in an individual’s behaviour leading to
functionalism to self and the society at large.
Evaluation:
An exercise carried out at the end of teaching and learning process to
ascertain the extent to which laid down or specified educational objectives
have been attained.
Test: An
activity or exercise administered to a learner to measure skill ability
knowledge or ideas (potentials).
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