PROBLEMS OF EFFECTIVE IMPLEMENTATIONS OF CONTINUOUS ASSESSMENT IN BIOLOGY

PROBLEMS OF EFFECTIVE IMPLEMENTATIONS OF CONTINUOUS ASSESSMENT IN BIOLOGY

Table of Contents

Certification

Dedication

Acknowledgment

Abstract

Table of contents

CHAPTER ONE: INTRODUCTION

1.1  Background to 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  Limitation of the Study

1.7  Delimitation of the Study

1.8  Operational Definition of Terms

CHAPTER TWO: REVIEW OF RELATED LITERATURE

CHAPTER THREE: RESEARCH METHODOLOGY

3.1  Research Design

3.2  Research Area

3.3  Population of the Study

3.4  Sample and sampling techniques

3.5  Instrument for Data Collection

3.6  Validation of Instrument

3.7  Administration of Instrument

3.8  Scoring of Instrument

3.9  Method of Data Analysis

CHAPTER FOUR: ANALYSIS OF DATA AND DISCUSSION OF FINDINGS

4.1  Analysis of Data

4.2  Discussion of Findings

CHAPTER FIVE:  SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1  Summary

5.2    Recommendations

5.3  Conclusion

5.4  Suggestion for further studies

References

Appendix

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Assessment is not a new or recent concept some schools of taught contend, that assessment of all kinds originated from the Garden of Eden. The reason advanced for such claim is that God kept man in the Garden of Eden and issued some rules adam and eve disobeyed one of the rules and ate the fruit of knowledge. (gen. 3vs 1-7)

Assessment was also practiced by ancient Greeks, Romans, Egyptians and Chinese empires. In our traditional African society. It was practiced but very informal till the advent of western educational formal assessment in our educational system was introduced with the advent of external bodies like the royal society of Art (RSA), West African Examination Council (WAEC) etc.

The result of such assessment test or examination had far reaching implication for the teachers and the students the teachers taught strictly according to the syllabus and students did everything within their reach to ensure success as it was a passport for better life cum better job.

PROBLEMS OF EFFECTIVE IMPLEMENTATIONS OF CONTINUOUS ASSESSMENT IN BIOLOGY

Furthermore, the Federal Ministry of Education (FME 19981) introduced as one of its component features the issues of continuous assessment in the school educational system tagged the 6-3-3-4 system. Since then, the issue of continuous assessment has been a subject of discussion in our educational circles in Nigeria.

In brief, Bassey (2019) advocated assessment as the specific concept or skill. Moreover, the assessment process can inform the teacher what the students has learnt and which concept and skills to be re-taught. In order to improve achievement of the assessment process. There has to be an essential of the overall introduction process.

In fact, Ojerinde and Falayajo (2023) view continuous assessment as a method of finding out what the students have gained from learning activities in terms of knowledge, thinking and reasoning, character development and industry with views of possible guidance.

Moreover, in some countries, continuous assessment is used in the promotion process or as an indicator of school quality (Carnoy, 2022). Continuous assessment is also used to provide teachers with fess back about students’ performance and achievement. The problems of effective implementations of continuous assessment in biology.

However, despite the central role of continuous assessment in enhancing the teaching-learning process, we do not know a great deal about teachers continuously assess their students in schools Yet, Kellagham and Greany (2013) further suggested that, there is evidence than the quality of those practices may be deficient in many ways.

In addition, Udo (2017) stressed that continuous assessment line of problems. Indeed, it does not take into consideration the unique role of the local conditions of the student health, school setting socio-economic factors of the students cum the culture of the community. Okoro (2015) opined that, there are as it enables the students to be alert at every stage and become high achievers, the also observed that, continuous assessment will help in curriculum development as a guide for sequence learning materials with respect to depth and extent. Therefore, based on this background, this study aimed to examine problems of effective implementations of continuous assessment in biology.

1.2  Statement of the Problem

In view of the fact that effective implementation of the policy on continuous assessment in Biology in secondary schools hangs on the teacher, it therefore means that the level of student’s academic attainment is dependents on the teacher. In this case, the biology equipped with the necessary tools to enhance proper assessment implementation.

However, the extent to which continuous assessment is done in the school is not well defined sometimes, the teachers collect money from students and scores him/her what they do not merit (Akpan, 2023). Undeniably, there are many lope holes associated with continuous assessment practice in school. Therefore, this study aimed to examine problems of effective implementations of continuous assessment in biology.

1.3  Purpose of the Study

The main purpose of this study is to examine the problems of effective implementations of continuous assessment in biology. Specifically, the study seek to;

(i)    Determine the problems faced by male and female teachers of biology in effective implementation of continuous assessment.

(ii)   Determine the problems faced in effective implementation of continuous assessment in Biology teaching in rural and urban schools.

1.4  Research Questions

The following research questions were formulated to guide the study.

(i)    What are the problems faced by male and female teachers of Biology in effective implementation of continuous assessment.

(ii)   What are the problems faced in effective implementation of continuous assessment in Biology teaching in rural and urban schools.

1.5  Significance of the Study

Firstly, this study has a valid significance most importantly, it will assess the level of problems of effective implementation of continuous assessment in our secondary school system.

Secondly, it will help educators to provide enough facilities to teachers for effective implementation of continuous assessment in schools. The problems of effective implementations of continuous assessment in biology.

Lastly, it will serve as a reference point to other researchers who may have interest in carrying on research of this kind.

1.6  Limitation of the Study

In writing a research of this kind limitation are bound to occur such as;

(i) Time: Firstly, the period given for the completion of the study was inadequate to make a research like this to have a wider scope.

(ii)  Geographical Factor: Secondly, the study was limited to one out of thirty one (31) Local Government Area of Akwa Ibom State (Eket) only five out of ten public secondary only five out of the ten public secondary schools were randomly selected for the study.

(iii) Financial Constraint: Lastly, the researcher could hardly have enough money to enable her to expand the dimension of the study.

 Operational Definition of Terms

Continuous Assessment: This is a systematic, comprehensive, cumulative, diagnostic, prognostic and guidance oriented approach of evaluating students academic achievement which requires the use of variety of evaluation techniques to account of all domains.

Problems: In brief, this refers to those things that hinder the effective implementation of continuous assessment in schools.

Conclusion

Based on the result obtained from the data analysis, it is obvious that some problems do exist in the course of continuous assessment implementation due to lack of implementation tools, manpower skills and lack of seminars for effective implantation of seminars for effective implementation of continuous assessment. It is therefore suggested that, if there problems are addressed, continuous assessment being the integral part of students overall assessment will then be effectively implemented in secondary schools within or outside the study area .

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