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FORMS OF CONTINUOUS ASSESSMENT AND ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOLS STUDENTS

FORMS OF CONTINUOUS ASSESSMENT AND ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOLS STUDENTS

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgments

Abstract

Table of Contents

 

CHAPTER ONE – INTRODUCTION

1.1    Background of the Study

1.2    Statement of the problem

1.3    Purpose of the study

1.4    Research Questions

1.5    Significance of the study

 

1.6    Limitations of the study

1.7    Delimitation of the study

1.8    Operational definition of terms

 

CHAPTER TWO – LITERATURE REVIEW

CHAPTER THREE – RESEARCH METHODS

3.1    Research Design

3.2    Area of the as study

3.3    Population of the study

3.4    Sample and Sampling technique

3.5    Instrument for Data Collection

 

3.6    Validation of Instrument

3.7    Reliability of instrument

3.8    Administration of the questionnaire

3.9     Method of Data Analysis

 

CHAPTER FOUR -DATA PRESENTATION, ANALYSIS AND

DISCUSSION OF FINDINGS

4.1    Data Presentation and Analysis

4.2    Discussion of findings

 

CHAPTER FIVE – SUMMARY, CONCLUSION AND

RECOMMENDATION

5.1    Summary

5.2    Recommendations

5.3    Conclusion

5.4    Area for further research

References

Appendix

 

CHAPTER ONE

INTRODUCTION

1.1   Background of the Study 

Without a doubt, the need to evaluate students after an effective teaching and learning process is necessary. To this end, educationists have introduced a method of evaluation known as Continuous Assessment (CA) which forms an integral part of Nigerian new policy on education published in 2014.

The new policy stipulates among other things, the use of Continuous Assessment (CA) for students performance instead of using the orthodox single, end of term, end of year national or certificate examination.

According to the Nigerian policy of education (2014) the primary education will have duration of six years, secondary education for six years which is further sub-divided into three years junior secondary school (JSS) and three years senior secondary school (SSS) either vocational or academics.  It enables students to acquire further knowledge and develop skills.

 

FORMS OF CONTINUOUS ASSESSMENT AND ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOLS STUDENTS

Furthermore, the senior secondary school is for these willing to have a comprehensive core curriculum designed to broaden students knowledge and out look and large of elective subjects for choice of career. Thus, these new policy stated taking effect from 1982/1983 academic session..

Specifically, the National Policy on Education (FRN, 2013) advocates the use of Continuous Assessment (CA) at all levels of education in Nigeria under the 6-3-3-4 system of education. The handbook on continuous Assessment (FME, 1985) defines continuous assessment as a mechanism whereby the final grading of a pupils in the cognitive, affective and psychomotor domain of behaviour takes account of, in a systematic way, all his or her performance during a given period of schooling. Forms of continuous assessment and academic performance among secondary schools students.

 

In addition, Ojerinde and Falayayo in Michael (2020) view it as a method of finding out what the pupils have gained from learning activities in terms of knowledge, thinking and reasoning, character development and industry with a view of possible guidance.

Essien (2021) summarized it as the systematic determination of the extent of student’s progress or lack of it in the school system including attitude and values from the first day the child steps into the school up to last day of schooling. Therefore, based on this background, the research examine forms of continuous assessment and academic performance among secondary schools students.

 

1.2   Statement of the problem

The urgent need to promote learning and improve performance of students in Government in Etim Ekpo Local Government Area resulted into a range of related but different developments in continuous assessment at classroom levels.

Moreover, continuous assessment is systematic comprehensive, cumulative and guidance oriented and requires a variety of evaluation strategies to deal with all domains of learning. This new evaluation techniques is thus designed to systematically cover all of the students performance in class test, home assignment, project, interviews and other school activities, weekly, monthly or periodically throughout their, entire duration of the students course.

Furthermore, the resultant feature has been inconsistent performance of students in Government in senior secondary certificate examination in which performance varies from school to school. Thus, this underlines the future of many students that are in school that persistently perform poorly. Therefore, this study aimed to examined forms of continuous assessment and academic performance among secondary schools students.

 

1.3   Purpose of the study

The general purpose of this study was to examined forms of continuous assessment and academic performance among secondary schools students. Specifically, objectives of the study were:

  • To examine the form of continuous assessment used by teachers.
  • To examine whether there is relationship between continuous assessment strategies (CAS) used by Government teachers and academic performance of students.
  • To examine the teachers and students perception teachers and students on variation of forms of continuous assessment.

 

1.4   Research Questions

(i)     What forms of continuous assessment are being used by Government teachers in Etim Ekpo Local Government Area?

(ii)    What are the relationships between continuous assessment strategies being by Government teachers and students performance in Government?

(iii)    What are the teachers and students perception teachers on variation of forms of continuous assessment?

 

1.5   Significance of the study

The findings of this study night contribute in the following ways:

  • Firstly, the research result would inform the teacher trainers on the numerous forms of Continuous Assessment (CA) being used in the teaching of Government.
  • The research would provide relevant knowledge and information to the inspectorate department and the ministry of education about the academic performance of students as a result of the forms of continuous assessment used by teachers. Forms of continuous assessment and academic performance among secondary schools students.

 

  • In addition, teacher would be inform of the alternative forms of continuous assessment that could be use to enhance students academic performance in government.
  • This research will act as a foundation for further studies that will benefit the researchers.

 

1.6   Limitations of the study

                The study was limited by the following constraints:

  • Lack of finance: The researcher could hardly have enough money; to extend the research to other Local Government Area, to access literature on the topic, to prints questionnaires and the report of this study. To solve this problem, the researcher resorted to borrowing.
  • Time factor: The time given for the study was inadequate for wider study. Thus, this made the researcher to choose survey design for the study.

 

Operational definition of terms

Continuous Assessment: This is the educational policy in which students are examined continuous over most of the duration of their education, the result of which are taken into account after leaving school.

Academic Performance: In brief, this is the outcome of education, the extent to which a students teacher or school has achieved the educational goals.

 

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Joselyn Nya

My Name is Joselyn Nya A Publisher in Project Boss Team. I'm a Nigerian I'm a graduate/Educational Researcher. Project Boss Team. We are the best for Project materials and project writing services. Email: admin@projectboss.com.ng

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