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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