CONTINUOUS ASSESSMENT AS A CORRELATE OF STUDENT ACADEMIC PERFORMANCE IN SCHOOL OF EDUCATION

CONTINUOUS ASSESSMENT AS A CORRELATE OF STUDENT ACADEMIC PERFORMANCE IN SCHOOL OF EDUCATION, FEDERAL COLLEGE OF EDUCATION, ABEOKUTA, OGUN STATE

CHAPTER ONE

INTRODUCTION 1.1   

Background of the Study

 Continues assessment is a relative innovation in Wayne’s educational system. It refers to a system of assessment, which is carried out at pre-determined intervals for the purpose of monitoring and improving the overall performance of students and of the teaching-learning process (Okpala, Onocha, and Oyediji 1993).

The examination is a formal written, oral or practical test especially at school or college to see how much learners know about a subject or what he/she can do that is (someone's ability).

Education has to do with the transfer of knowledge from one generation to another. These are the philosophy behind the introduction of the variables contained in the title of the investigation.

Beaton et al (1996) opined that the rise of continuous assessment between countries used as a measure of all the overall quality of education as a consequence, assessment has acquired importance beyond merely providing some kinds of a reliable and valid measure of Childs knowledge and understanding, the emphasis has shifted to it becoming a measure of the individual teacher's capabilities than when summing across the country a measure of the effectiveness of the quality of the educational system as a whole (Falayajo 1979)

Hasting and Madaus (1981) defined continuous assessment as the use of systematic evaluation in the process of curriculum construction teaching and learning processes.

Continuous assessment is also explained as the systematic determination of the extent of students progress or lack of it in school subjects including attitude and values from the first-day student's steps into the school up to and including the last day in it (Ohumche 1998)

1.2    Statement of the Problem

Students' performance in examinations varies some perform very well while others perform poorly. There are many factors responsible for the performance of this differential among others factors are teachers method of teaching availability or otherwise of the necessary laboratory equipment, study habits pattern of the students.

It is also been suggested that apart from the above factors students' performance in the continuous assessment can determine how they perform in the actual examinations. Therefore this study seeks to find the relationship between students' assessment scores and examination scores in Education.

In addition, the urgent need to promote learning and improve performance in the college of education Abeokuta district resulted in a range of related but different developments in continuous assessment at classroom levels. The resultant feature has been the inconsistent performance of students “in “A” level examinations national wide and performance still varies from school to school. This undetermined the future of many students that are in schools that persistently perform poorly. What therefore remains disturbing is whether a relationship between continuous assessment strategies adopted by teachers in “A” level secondary schools of Masaka district with students “performance in final examinations.

1.3    Purpose of Study

The aim of this study was to investigate the uses of continuous assessment as a correlate of student academic performance in Education, federal college of education Abeokuta Ogun State, in particular, on the experiences of students who record lower attainments. The experiences of student continuous assessment are linked to inclusion, for example, continuous assessment can be based upon a competitive system (exclusion) or can be geared towards promoting inclusion through co-operation and sharing learning experiences (Watkins 2007).

Furthermore, the study provides an opportunity for students to talk about their experience While Participating in classroom activities such as class text.

Specifically, the objectives of the study were to

a.         Explore teacher's perception about the effects of Continuous assessment on students who record lower attainment in class.

b.         Examine the In-class arrangement that teachers adopt to enhance the participation of students who record lower attainment in classroom activities.

c.         Explore the experience of students who record lower attainment during the class tests.

d.         Analyzed the view of students who record lower attainment concerning their performance.

e.         Examine the challenges that teachers encounter while Supporting Student record lower attainments to participation In continuous assessment tasks.

1.4    Research Questions

From the aims of the study earlier the following research question was identified

a.         What effect does continuous assessment have on Students who record lower attainments?

b.         What in-class arrangements do basic school teachers adopt to support and enhance lower attaining students' participation in classroom activities?

c.         What challenges do teachers face concerning supporting lower attaining students to participate in classroom activities?

d.         What are lower attaining student’s feelings about class tests?

e.         How do lower attaining students perceive their current classroom performance?

1.5    Scope of Study

This study will seek to find out the relationship between continuous assessments as a correlate of student academic performance in the school of Education, federal college of education Abeokuta Ogun state.

1.6    Significance of Study

This study is to examine if there is significance between continuous assessments and the student academic performance in the school of Education, federal college of Education Abeokuta Ogun state. It is hoped that the finding will go along way to suggest a solution to the academic performance of the student of Education.

1.7    Definition of Terms

Continuous:  Is happening or existing for a period of time without interruption.

Assessment: It means all methods of gathering data and fashioning the data into the interpretable form.

Continuous assessment: Involves the use of classroom exercises, tests, and homework/projects to gather numerical marks which are added to the end of term and year examination to serve as student records.

Correlate: This is a mutual relationship or correction, in which one thing affects or depends on another.

Student: A person who is studying at a school or college or denoting someone who is studying in order to enter a particular performance.

Academic: A teacher or scholar in a university or institute of higher education.

Performance: An act of staging or presenting a play concert or other form of entertainment or persons rendering of a dramatic role, song, or piece of music.

Academic performance: It is referred to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers. Academic performance is the ability to study and remember facts and being able to communicate your knowledge verbally or down on paper.

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How To Write Chapter Three Of Your Research Project (Research Methodology)

  • Methodology In Research Paper


    Chapter three of the research project or the research methodology is another significant part of the research project writing. In developing the chapter three of the research project, you state the purpose of research, research method you wish to adopt, the instruments to be used, where you will collect your data, types of data collection, and how you collected it.

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