THE ROLES OF CONTINUOUS ASSESSMENT IN MEASURING STUDENTS PERFOMRANCE IN BUSINESS STUDIES (A SURVEY IN SOME SELECTED SECONDARY SCHOOL

  1. THE ROLES OF CONTINUOUS ASSESSMENT IN MEASURING STUDENTS PERFORMANCE IN BUSINESS STUDIES (A SURVEY IN SOME SELECTED SECONDARY SCHOOL

ABSTRACT

This research work takes a deep analytical look at the roles of continuous assessment in measuring students performance in business studies in Ikere Local Government Area of Ekiti State.

A total of twelve teachers teaching Business studies in all selected public secondary schools in the Local Government.

The study also randomly sampled fifteen students each from four selected schools. The total number of students sampled was sixty.

The study sought to answer three research questions.

The instrument used for data collection was a structured questionnaire administered to the subject teaches and students.

Data collected were analyzed using simple frequency counts percentages mean and standard derivation.

 

TABLE OF CONTENTS

TITLE PAGE

APPROVAL PAGE

CERTIFICATION

DEDICATION

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

ABSTRACT

CHAPTER ONE

INTRODUCTION

Background of the study

Statement of the study

Purpose of the study

Significance of the study

Scope of the study

Research Questions

Delimitation of the study

 

CHAPTER TWO

LITERATURE REVIEW

Concept of Continuous Assessment

Aims and objective of Continuous Assessment

Reasons for Continuous Assessment

Characteristics of Continuous Assessment

Viewing of Continuous Assessment

Challenges of Continuous Assessment practice

Problems of implementing Continuous Assessment

CHAPTER THREE

METHODOLOGY                                     

Introduction

Research Design

Population of the study

Sample and Sampling Techniques

Research Instrument

Validity of the Instrument

Reliability of the instrument

Administration of the instrument

Method of Data Analysis

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

Finding

CHAPTER FIVE

DISCUSSION, SUMMARY, CONCLUSION AND

RECOMMENDATIONS

Discussion

Summary

Conclusion

Recommendations

REFERENCES

APPENDICES

 

 

CHAPTER ONE

GENERAL INTRODUCTION

BACKGROUND OF THE STUDY        

          The act of monitoring and evaluating the performance of secondary school students in Nigeria and guiding them for a choosen 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 sometime every two weeks during the school years.

The other type of examination which operates in our school system is know as external examination. This type of examination is conduced 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 students knowledge and understanding acquired in various subject of the school curriculum are evaluated and marks are awarded without student skill.

Another problem with the practice of assessment is that, there is no essential feedback on student performance because test are conducted and decision 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 parent 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 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 performance in the schools. This where the introduction of continuous assessment has gained ground.

STATEMENT OF THE PROBLEM

          The focus of this research work is on the impact of continuous assessment to secondary schools students in Ikere Local Government Area of Ekiti State. 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 teacher adopted continuous assessment as a main tool of evaluation?

If they have or haven’t done so, then how does it affect learning?

PURPOSE OF THE STUDY                                      

          The general purpose of the study is to determine the role of continuous assessment in measuring student performance in Business Studies. The study specifically seeks for.

  1. Identify the roles of continuous assessment in measuring student performance in Business Studies.
  2. Identify the problem encountered in the implementation of continuous assessment in the secondary school Business Studies.
  • Identify the requirements for the effective implementation of continuous assessment in Business Studies.

SIGNIFICANCE OF THE STUDY                  

 

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