No learning process is complete if there is no standard set for evaluation. Success and failure can only be ascertained if an effective method of evaluation is used. Nigerian government is conscious of this position for it’s reason, successive government have experimented and implemented various method of assessment for instance, continuous assessment have directly taken over from the tradition one short end of term examination.
This study therefore, focuses on investigating the role of continuous assessment on secondary schools student in Akure South Local Government Area.
The researchers will also survey some of the problem encountered during then implementation process and also proffer some recommendations for improvement.
TABLE OF CONTENT
Table of content
Background of the study
Statement of the problem
Purpose of the study
Significance of the study
Scope and Delimitation of the study
Limitation of the study
Definition of terms
CHAPTER TWO: LITERATURE REVIEW
The concept of continuous assessment
Aims and objective of continuous assessment
Reasons for continuous assessment
Characteristic of continuous assessment
Advantages of continuous assessment
The viewing of continuous assessment
The challenges of continuous assessment
Problems of implementing continuous assessment
CHAPTER THREE: Research methodology
Sample and sampling techniques
Distribution of sample of students
The validity and reliability of the research
Administration of the instrument
Procedure for data analysis
Method of analysis
Data analysis and presentation
CHAPTER FIVE: Summary, Conclusion, Recommendation
BACKGROUND OF THE STUDY
The act of monitoring and evaluating the performance of secondary school student in Nigeria and guiding them for a chosen future career has been one of the problems confronting educationist in recent times. The end of session promotion examination has become a mockery of the purpose for which they are conducted.
One will accept the use of continuous assessment as a solution to this problem.
Prior to western education in Nigeria, education was mostly informal. Closely linked to this oral and informal approach was a full observation. However, with the introduction of western education in Nigeria, western method of assessment was broken down into internal and external examination. The former is the type of test in conducted at the end of every school term and sometimes every two weeks during the school years.
The other type of examination which operates in our school system is known as external examination. This type of examination is conducted by external bodies. External in the sense that they are not been responsible for teaching the pupils or students i.e The West Africa Examination Council (W.A.E.C), the National Examination Council (N.E.C.O) the national Agency for Business and technical Education Board (NABTEB) and the National Teacher Institute (NTI) for conducting of the General Certificate Examination (GCE) and teachers grade (II) examination respectively.
This type of assessment is directed only to learning activities that need thinking. The student knowledge and understanding acquired in various subject of the school curriculum are evaluated and marks are awarded without student skill.
Another problem with this practice of assessment is that, there is no essential feedback on student performance because tests are conducted and decisions are made only at the end of the term or year.
Also, in addition to this, the result or reports, which are usually sent to parents or guardians, contain information on the child’s overall personality.
Information is usually provided about grades indicating attainment in the different subject. All these are geared only to the cognitive domain of knowledge.
It is also well known that, due to emphasis laid on paper qualification and poor state of record keeping, student sometimes try to get any means in order to pass their examination.
This result to examination malpractices such as cheating in examination, examination on Leakages and forgoing of certificates. It as therefore becomes very necessary to change these practices. To this end, there is need for a mere comprehensive method of teleguiding student’s performances in the schools. This is where the introduction of continuous assessment has gained ground.
STATEMENT OF PROBLEMS
The focus of this research work is on the impact of continuous assessment to secondary schools student in Akure South Local Government Area, Akure. The new National Policy on Education (9-3-4) is clear on its emphasis on continuous assessment.
In view of this, researcher study will address itself to this question.
How teachers adopted continuous assessment as a main tool of evaluation? If they have or haven’t done so, then how does it affect learning?
THE PURPOSE OF THE STUDY
The following are some of the purpose of study.
- The researcher aim at undertaking a careful assessment of continuous assessment in schools in Akure South Local Government Area.
- It is also the view of the researcher to have critical understanding of the impact of continuous assessment of the student in the Akure South Local Government Area.
- This research will also like to identify the problems encountered in the implementation of continuous assessment.
Research question are question that seeks to address the fundamental problems in the research work i.e the research question is the basis of the project topics which can otherwise be broken down into smaller questions called questionnaire.
- What are the major problems in the effective implementation of continuous assessment in the secondary school Business Studies?
- What are the perceive roles of Business studies teachers in the improvement of the subject through continuous assessment?
- What are the basic requirements for the effective implementation of continuous assessment in business studies?
SIGNIFICANCE OF THE STUDY
The significance of this study or research work is view as the researcher try to examine the implementations of continuous assessment in Nigeria schools today. The aim is to look at the overall personality development of the individual.
This embraces not only assessment of the cognitive domain of knowledge, but also includes assessment of character and other industrious skills of the student.
One of the significance of the study to the researcher is to assess the degree at which the continuous assessment has enhanced the performance of teachers and student in secondary schools level.
Another significance is that, the problem encountered in the implementation is that, the researcher suggest some solution to the problems. Finally, the researcher adhere strictly to the view that continuous assessment of student is the only way of providing adequate information about students performance at the end of every session.
SCOPE AND DELIMITATION OF THE STUDY
It is the intention of the researcher that, this research should extend to cover at least Akure south local Government, Akure as a whole. The main aim and objectives of this researcher study is directed on the role of continuous assessment in school in the country under the National Policy of Education (9-3-4) system.
Again, its aims at studying how the problems encountered in the course of the implementation of the programme could be tackled. However, due to cover the information in some schools at Akure South Local Government Area, Akure as regarding the topic in question
LIMITATION OF THE STUDY
The researcher decided to limit the scope of the research study to some selected school in Akure South Local Government. In the Course of the study, the teachers and principals of the selected schools, and student, however exempted because the researchers also therefore, decided to sample about four different schools in the area in which questionnaire were administered.
DEFINITION OF TERMS/OPERATIONAL DEFINITION OF TERMS
In order to make this research work clearer and well understood, it is necessary to define the key words on used in the study.
- Impact: It is used in the research work to mean, the positive and negative effects on continuous assessment.
- Continuous assessment: this is also the method of finding out what the pupils or students have gained from learning activities in terms of knowledge, thinking and reasoning, character development and industry.
- Evaluation: Evaluation involves the measurement, test and value judgment.
- Test: Test is used to mean, any instrument administered for the purpose of determining the achievement of a particular aims and objectives.
- One short: Administer only once and at the end of a purpose.
- Domain: Component or classification of behaviour
- Cognitive Domain: Has to do with the intellectual ability of the learner.
- Affective Domain: Has to do with motor skills, for instance, drawing, typing, biffing, molding, balancing, cycling and last but not the least kicking etc.
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