The prospect of continuous assessment practice on the achievement of economics students

CHAPETER ONE/INTRODUCTION

• 1.1 Background of the study
• 1.2 Statement of problem
• 1.3 Objective of the study
• 1.4 Research Hypotheses
• 1.5 Significance of the study
• 1.6 Scope and limitation of the study
• 1.7 Definition of terms
• 1.8 Organization of the study

CHAPTER TWO/LITERATURE REVIEW

• Conceptual Framework
• Empirical Framework
• Theoretical Framework

CHAPTER THREE

• 3.0 Research methodology
• 3.1 sources of data collection
• 3.3 Population of the study
• 3.4 Sampling and sampling distribution
• 3.5 Validation of research instrument
• 3.6 Method of data analysis

CHAPTER FOUR/DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions
4.2 Data analysis

CHAPTER FIVE

• 5.1 Introduction
• 5.2 Summary
• 5.3 Conclusion
• 5.4 Recommendation
• Appendix

Abstract

This study was designed to carry out a survey of the problems and prospects of continuous assessment (CA) in Junior Secondary School in Nkanu West Local Government Area of Enugu State. Four research questions were formulated to guide the study. The sample for the study consisted of 80 respondents. A 24 item self- report instrument was used for the study. The data generated, were analyzed using mean and standard deviation. The result shows that 20 out of the 24 items listed in the Questionnaire as the problems and prospects of continuous assessment implementation were agreed upon. Four (4) were not accepted as problems and prospects of continuous assessment. They include; demands on teachers time, anxiety/fear of failure, improving the quality of questions /items. Improving invigilation, promotion of healthy study habit among students, reducing students population per class, students having access to continuous assessment scores, conducive classroom environment were some of the solutions proffered to remedy the ugly situation.

CHAPTER ONE

INTRODUCTION

Background of the study
Assessment can be defined as the process of gathering data and fashioning them into interpretable form for decision making. It involves collecting data with a view of making value judgments about the quality of a person, object, group or event (Ajuonuma, 2006). Assessment plays a significant role in the educational development of a person, and of course, a nation. It is a means of quality control, of determining the level of accountability displayed by Stakeholders in the industry and also of determining the effectiveness of teaching and learning as well as in finding out students’ achievement. It is a vital tool for educational evaluation, thus its importance as a quality assurance tool cannot be overemphasized. The concept of assessment in the Nigeria context became officially operative since 1985 consequent upon the production of a manual for its implementation as a result of the implementation of the Nigerian National Policy on Education which was introduced in 1977. Continuous assessment was therefore introduced alongside the 6-3-3-4 system of education in Nigeria. Continuous assessment, according to Federal ministry of Education, Science and Technology (FMEST,1985) is defined as a mechanism whereby the final grading of a student in cognitive, affective and psycho-motor domains of behavior takes into account in a systematic way, all his performances during a given period of schooling, such an assessment involves the use of variety of modes of evaluation for the purposes of guiding and improving learning and performance of the student. These modes of evaluation according to Ajuonuma (2007) are considered adequate for assessment of students’ learning because it is comprehensive, cumulative, systematic, guidance and diagnostic oriented. The goal of continuous assessment in the opinion of Awotua-Efebo (1999) include the enhancement of assessment as an indicator of Students’ achievement, the integration of curriculum and the focus of assessment on the potentials of each student rather than on a discriminatory summative evaluation. Continuous assessment uses a variety of techniques for assessing the students because it considers all three domains of learning, namely cognitive, affective and psychomotor.

1.2 STATEMENT OF THE PROBLEM

Assessment plays a significant role in the educational development of a person, and of course, a nation. It is a means of quality control, of determining the level of accountability displayed by Stakeholders in the industry and also of determining the effectiveness of teaching and learning as well as in finding out students’ achievement. It is a vital tool for educational evaluation, thus its importance as a quality assurance tool cannot be overemphasized. On this background the researcher wants to investigate the problem and prospect of continuous assessment

1.3 OBJECTIVE OF THE STUDY

The objectives of the study are;

To ascertain the problems of continuous assessment in junior secondary school
To ascertain whether teachers are giving feedback after each continuous assessment
To ascertain the important of continuous assessment on academic performance of students
To assess the awareness level of students and teachers on continuous assessment
1.4 RESEARCH HYPOTHESES

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H0: there are no problems of continuous assessment in junior secondary school

H1: there are problems of continuous assessment in junior secondary

H02: continuous assessment does not have any impact on academic performance of students

H2: continuous assessment does have an impact on academic performance of students

1.5 SIGNIFICANCE OF THE STUDY

This study will give clear insight on problems and prospect of continuous assessment. The study will be beneficial to teachers and students. It will find solution to the problems of continuous assessment. The study will serve as reference to others researcher that will embark on this study

1.6 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers problems and prospect of continuous assessment. The researcher encounters some constrain which limited the scope of the study;

a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities
1.7 DEFINITION OF TERMS

PROBLEM: A matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome

PROSPECT: (sometimes pl) a probability or chance for future success, esp as based on present work or aptitude: a good job with prospects. A vision of the future; what is foreseen; expectation: she was excited at the prospect of living in London, unemployment presents a grim prospect

CONTINUOUS ASSESSMENT: The evaluation of a pupil’s progress throughout a course of study, as distinct from by examination.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study

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Information and communication technology (ICT) is an umbrella term that includes the manipulation or application of any communication device encompassing radio, television, telephones, fax machines, cellular phones, computers, computer accessories, computers network, hardware and software, satellite systems as well as the various services and applications associated with them, such as video-conferencing and distance learning. It is a system of computer and telecommunication technologies that are used in the acquisition, analysis and transmission of information to ensure effective and efficient administration of organizations. The United Nations Education, Scientific and Cultural Organization (UNESCO) (2002) defined ICT as the range of technologies that are applied to the process of collecting, storing, editing, retrieving and transfer of information in various forms.
Operationally, information and communication technology is the combination of networks, hardware and software, as well as means of communication, collaboration and engagement that enable the processing, management, and exchange of data, information and knowledge between individuals and institutions for effective and efficient management. Indeed, people in organizations can only do their work effectively if they receive accurate and timely information (Maki, 2008). (Maki, 2008). This is so because organizations and schools depend on information systems to support the flow of data, information and knowledge.
In order to achieve effective data collection, data entry and data flow for making internal processes more powerful, it is necessary to utilize ICT in school administration. Adeyemi and Olaleye (2010) stated that ICT is necessary in the areas of budgeting, collection and keeping of students’ data, collection of staff data, recording of results and effective keeping of school records. Nwosu (2003) noted that ICT assists the school administrator to meet the tasks of school management in the areas of curriculum and instruction, school-community relationship and school business operations. Mohammed (2006) observed that the introduction of ICT in schools enhance the daily routine, programmes, updating the evaluation of school programmes and solving individual, group and staff development challenges. This study will explore the utilization of ICT in secondary school administration in Mushin Local Government Area.

The use of ICT in the school administration is fast becoming an indispensible tool for teachers and administrators. The Economic Commission for Africa (ECA) observed that the ability to access and use information is no longer a luxury, but a necessity for development (Adomi and Kpangban, 2010). (Adomi and Kpangban, 2010). This assertion has implications on our school system, as it implies that the effective use of ICT is currently a prerequisite not only for sustainable development but also for effective and efficient school administration

The current developments in Nigeria have made it even more pertinent for the use of ICT in secondary school administration. This include the Joint Admission and Matriculation Board (JAMB) plan to introduce computer-based tests in the 2013 University Matriculation Examinations (Ezeike, 2012) and various public and private establishments that currently conduct ICT-based job advertisements, applications and assessments for secondary school leavers. Students who attend schools with inadequate information and communication technology resources may find that they are unable to enter universities, view job advertisements, apply for jobs and examinations, or pass examinations due to a lack of adequate exposure to the appropriate ways that ICT can be utilized. In the long run, this might cause students to leave such schools in search of others that are more focused on producing results in their education. It is possible that secondary schools that do not embrace the innovations that are inherent in the utilization of ICT will not survive in light of these realities. This is due to the fact that ICT is considered to be part of an extensive modernization of administration and education.

Despite the significance of information and communications technology (ICT) in the management of schools, a number of education experts remain concerned about the state of affairs in Nigerian educational institutions. According to Etudor-Eyo, Ante, and Emah (2011), the administration of secondary schools in Nigeria is largely dominated by the use of manual or analogue operational methods. This is evidenced by the fact that secretaries and typists who are still working with obsolete typewriters are common sights in the offices of the majority of, if not all, of the principals. In order to shed more light on the assertion made by Etudor–Eyo, Ante, and Emah that has already been cited, this study will investigate the use of digital technologies in the secondary schools that are being studied.Download Full Material-N5000

INFLUENCE OF SOCIAL MEDIA ON EXAM MALPRACTICE TENDENCY IN NIGERIA

CHAPTER ONE

INTRODUCTION

Background to the Study

Evidence abound of increasing incidence of examination malpractice by university undergraduates which conflicts with the core purpose of education – the training of the mind and character for the acquisition of practical and theoretical skills, knowledge and functional ideas for development; and the search for truth and knowledge and the creation and communication of ideas (Aaron, 1992, Nanna, 1997).

Examination malpractice is an illegal or unethical behaviour exhibited by students/candidates in the process of being tested on their ability or knowledge of a subject matter(s) (Ikupa, 1997). This is not a new phenomenon in Nigeria as the first incident was reported in 1914 during the senior Cambridge local examinations were the question papers leaked before the due date of the examination. It has however assumed an alarming rate of increase as the students have devised various means of evading the eagle eyes of the invigilators.

The advent and full embrace of social media, particularly whatsapp and facebook by all and sundry but more particularly by the youths who are students have further increased the sophistication and diversification of the means by which examination malpractice are carried out. Social media refers to web and mobile-based technologies which are used to turn communication into interactive dialogue among individuals, organization and communities. They are internet-mediated human communication systems that are based on the framework of web. 2.0. Web 2.0 is the software that accounts for all social interactions and exchange between and among individuals, organization and communities via the Web or internet, (Dominick 2009). The concept of social media therefore finds meaning in the ability of users to generate, interpret, restructure and disseminate content. The idea enables users to create and share experiences, information or ideas based on the pervasive technology of the internet and the World Wide Web (www).

Social media combine technologies and features (both past and evolving), to create online global environments for interaction and exchange and they have given rise to a new way of life and to essentially new voices through interpersonal communication channels. These new voices which began as innocuous interpersonal communication channels have, following increased access to the internet and other computer devices that support social networking, grown into global sites for news dissemination. Indeed, social networking sites such as facebook, twitter, you tube, and other handheld mobile applications, such as blackberry, whatsapp etc, are some of the popular web-based social media that are giving vent to previously voiceless individuals and groups who have today become strong new voices. The most popular users of these social networking platforms are the university undergraduates. This of course accounts for the use of the social networking platforms in the perpetuation and carrying out examination malpractice and vices.Download Full Material-N5000