TABLE OF CONTENTS
Title Page i
Approval page ii
Table of Content vi
CHAPTER ONE: INTRODUCTION
1.0 Background of the Study 1
1.1 Statement of the Problem 6
1.2 Purpose of the Study 7
1.3 Research Questions 8
1.4 Scope of the Study 10
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Conceptual Framework 12
2.4 Theoretical Framework 26
2.7 Empirical Studies 33
2.8 Summary of Literature Review 39
CHAPTER THREE: RESEARCH METHODO
3.0 Research Design 41
3.1 Area of the Study 42
3.2 Area of the Study 42
3.3 Population of the Study 42
3.4 Sample and Sampling Techniques – 42
3.5 Instrument for Data Collection 43
3.6 validation of Instrument 43
3.7 Reliability of the Instrument – 43
3.8 Method of Data Collection 44
3.9 Method of Data Analysis 44
3.10 Decision Rule 45
CHAPTER FOUR –
4.0 Data Presentations And Analysis 46
4.1 Research Question 1 46
4.2 Research Question II 47
4.3 Research Question III 48
4.4 Research Question IV 49
CHAPTER FIVE: DISUSSIONS OF FINDINGS, EDUCATIONAL IMPLEMENTATIONS, LIMITATION, CONCLUSIONS, RECOMMENDATIONS, SUGGESTIONS FOR FUTHER STUDIES AND SUMMARY
5.0 Discussion of Findings 50
5.1 Educational Implication 52
5.3 Limitation of the Studies 54
5.4 Conclusion 55
5.5 Recommendation 56
5.6 Suggestion for further studies 58
5.7 Summary Of The Study 58
5.8 Reference 59
5.9 Appendix 61
1.0 Background to the Study
One major innovation in our educational system is the introduction of continuous assessment as an important component for evaluation. Educational assessment and evaluation will be liberalized by basing them in whole or in part on continuous assessment of the progress of the individual. In all secondary schools, continuous assessment account for 40 percent of the pupils’ performance in each subject. Most higher institutions of learning allow between 20 and 30 percent in course assessment Alex (2010).
Thus, in all institution of learning; assessment is not a new concept in education. In the United States for instance, continuous assessment is built into the teaching- learning process. In Nigeria, there are different views about the concept to the extent that some of them are misconceptions. In order to understand this concept, it is necessary to clarify these misconceptions. Continuous assessment is not continuous testing of the cognitive ability of students as practice in most of our secondary and secondary schools these days. For instance, what is practiced in many schools is continuous testing; where teachers administer test on students on weekly or monthly basis. Some schools set aside specific days in the month for what is referred to as continuous assessment scores for the term or year. The mode of interpretation does not take into consideration other factors that may affect the student and the learning process. Furthermore, the effective and psychomotor domains are neglected. Thus, the implementation of continuous assessment seems to have derailed from the mode of operation.
Greaney (2011) 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. Assessment is therefore a process through which the quality of an individual’s work or performance is judged. When carried out as an on-going process, assessment is known a Continuous Assessment (CA). CA is a formative evaluation procedure concerned with finding out, in a systematic manner, the over-all gains that a student has made in terms of knowledge, attitude and skills after a given set of learning experience (Ogunnyi, 2014).
REVIEW OF RELATED LITERATURE
The review is presented under the following sub headings.
- Concept of Continuous Assessment
- Characteristic of Continuous Assessment of continuous assessment
- Techniques used in the administration
- Behaviorist learning theory
- Cognitive, constructivist theories of learning
Summary of Literature Review
2.0 Conceptual Framework
2.1 Concept of Continuous Assessment
Continuous assessment can be seen as taking into account the child’s all round performance in the cognitive, affective and psychomotor during a given period of schooling using a wide range of instructions according to (Ebon: 2011) continuous assessment is the process of assessing a student in the cognitive, affective and psychomotor domains of behaviour over a period of time using several techniques in order to help him fully develop his ability. According to (Ajuonuma, 20010), it is a process of gathering and fashioning data into an interpretable form of making decisions. This process involves data collecting which will be used in making value judgment concerning the quality of a person, object, group or an event.
A good continuous assessment can make the following contributions, promote the development of reading skills and encourage long term habits through reading, listening etc. These learning habits form the key to continuous success in school and to the personal enrichment of leisure (Obi, 2013).
Study habits are learning tendencies that enable students to work privately. It is also an adopted way and manner a student plans his or her private readings after classroom learning so as to attain mastery of these subjects .
Good study habits are good assets to learners because the habits assist students to attain mastery in areas of specialization and consequent excellent performances (Azikwe, 2010).
Senior secondary school is a post secondary school educational level in Nigeria 6-3-3-4 system with 3 years duration stEnugu south es, it is the final stage of secondary school level whereby a learner that has already gotten the necessary and basic foundation in cognitive affective and psychomotor domain of knowledge in junior secondary will be allowed to choose which areas to concentrate on, be it science, arts, commerce or technical stEnugu south es All senior secondary school students have to sit for a Senior Secondary Certificate Examination (S.S.C.E) which can be West African Senior secondary certificate examination (W.A.S.S.C.E) and National Examination Council (N.E.C.O).
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