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.
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.
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.
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.
sought to answer three research questions.
The
instrument used for data collection was a structured questionnaire administered
to the subject teaches and students.
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.
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
of the study
Statement
of the study
of the study
Purpose
of the study
of the study
Significance
of the study
of the study
Scope
of the study
of the study
Research
Questions
Questions
Delimitation
of the study
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
Assessment
Viewing of Continuous Assessment
Challenges of Continuous Assessment
practice
practice
Problems of implementing Continuous
Assessment
Assessment
CHAPTER THREE
METHODOLOGY
Introduction
Research Design
Population of the study
Sample and Sampling
Techniques
Techniques
Research Instrument
Validity of
the Instrument
the Instrument
Reliability
of the instrument
of the instrument
Administration
of the instrument
of the instrument
Method of
Data Analysis
Data Analysis
CHAPTER FOUR
PRESENTATION
AND ANALYSIS OF DATA
Finding
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
address itself to this question.
How teacher adopted continuous
assessment as a main tool of evaluation?
assessment as a main tool of evaluation?
If they have or haven’t done so, then
how does it affect learning?
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.
purpose of the study is to determine the role of continuous assessment in
measuring student performance in Business Studies. The study specifically seeks
for.
i.
Identify the roles of continuous assessment in
measuring student performance in Business Studies.
Identify the roles of continuous assessment in
measuring student performance in Business Studies.
ii.
Identify the problem encountered in the implementation
of continuous assessment in the secondary school Business Studies.
Identify the problem encountered in the implementation
of continuous assessment in the secondary school Business Studies.
iii.
Identify the requirements for the effective
implementation of continuous assessment in Business Studies.
Identify the requirements for the effective
implementation of continuous assessment in Business Studies.
SIGNIFICANCE
OF THE STUDY
OF THE STUDY
The
findings of this study could be beneficial to the teachers, the school
administrators and the government as a whole.
findings of this study could be beneficial to the teachers, the school
administrators and the government as a whole.
The result of the role of continuous
assessment in measuring students
performance could help in discovering whether the teaching and learning process
of the subject on the entire local government successful or not while the
comparative outcome of male and female student’s result will indicate where
more effort is required.
assessment in measuring students
performance could help in discovering whether the teaching and learning process
of the subject on the entire local government successful or not while the
comparative outcome of male and female student’s result will indicate where
more effort is required.
Also in finding out the factors
limiting the students performance, the school administrators and the government
would be assisted in identifying the resources that are lacking in schools.
limiting the students performance, the school administrators and the government
would be assisted in identifying the resources that are lacking in schools.
The teachers could be helped in
identifying their shortcomings and how best they can help the students.
identifying their shortcomings and how best they can help the students.
SCOPE OF THE STUDY
The scope
of project works cover four schools in Ikere Local Government Area of Ekiti
State.
of project works cover four schools in Ikere Local Government Area of Ekiti
State.
These
school include:
school include:
i.
Eleyo High School, Ikere
Ekiti
Eleyo High School, Ikere
Ekiti
ii.
Ajolagun High School, Ikere
Ekiti
Ajolagun High School, Ikere
Ekiti
iii.
Comprehensive High School, Ikere
Ekiti
Comprehensive High School, Ikere
Ekiti
iv.
Amoye Grammar School, Ikere
Ekiti
Amoye Grammar School, Ikere
Ekiti
RESEARCH QUESTIONS
Research
question are question that seeks to address the fundamental problems in the
research work.
question are question that seeks to address the fundamental problems in the
research work.
i.
What are role of continuous assessment in measuring
students performance in Business studies.
What are role of continuous assessment in measuring
students performance in Business studies.
ii.
What are the major problems in the effective
implementation of continuous assessment in the secondary school Business
studies
What are the major problems in the effective
implementation of continuous assessment in the secondary school Business
studies
iii.
What are the basic requirement for the effective
implementation of continuous assessment in Business Studies?
What are the basic requirement for the effective
implementation of continuous assessment in Business Studies?
DELIMITATION OF THE STUDY
The study
delimited to J.S.S III Students in secondary schools in Ikere Local Government
Area.
delimited to J.S.S III Students in secondary schools in Ikere Local Government
Area.
Attention was focused on the students
general performance in Business studies.
general performance in Business studies.
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CHAPTER TWO
LITERATURE REVIEW
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