Effect Of Continuous Assessment On Primary School Education Quality (A Case Study Of Primary Schools In Amac FCT Abuja)

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Effect Of Continuous Assessment On Primary School Education Quality (A Case Study Of Primary Schools In Amac FCT Abuja)


Abstract


This study was carried out to examine the effect of continuous assessment on primary school education quality using some selected primary schools in AMAC FCT Abuja as a case study. The study was carried out to identify various assessment strategies adopted among primary school teachers in AMAC FCT Abuja, find out how continuous assessment has contributed to the promotion of quality of education in primary schools in AMAC FCT Abuja, and investigate the factors influencing the implementation of continuous assessment among primary school teachers in AMAC FCT Abuja. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers of some selected primary schools in AMAC FCT Abuja. In determining the sample size, the researcher conveniently selected 41 respondents and 35 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using Pearson correlation statistical tool, SPSS v23. The result of the findings reveals that the various assessment strategies adopted among primary school teachers in AMAC FCT Abuja includes: formative assessment strategy, summative assessment, diagnostic assessment, authentic assessment, and performance assessment. The study also revealed that continuous assessment has contributed to the promotion of quality of education in primary schools in AMAC FCT Abuja. Therefore, it is recommended that experts should be selected by the ministry of Education to organize Conferences, Seminars, Workshops, and In-service training for teachers’ so that they can understand the new dimensions and current strategies, skills and techniques on how to implement continuous assessment. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

According to Osunde, (2003) continuous assessment is a class room strategy implemented by teacher to ascertain the knowledge, skill, and understanding attained by pupils. The introduction of continuous assessment in our schools is seen by many as government positive reaction to the age long criticisms against our system of education and an indication of the desire to improve the Nation’s process of assessing the product of our educational system.
According to Ughamadu, (2004) continuous assessment is relatively not a new terminology in Nigeria education, the teacher assess the performance of the pupils in relationship to their achievement in the subject taught.The concept of continuous assessment was ushered into the Nigerian education system by the Nigerian education system by the introduction of the Obanya and Onocha (2010) . The 6-3-3-4 system of Education. This system of replaced the 6-5-2-3 system assess was usually conducted by schools and external institution for certification and placement into the next level of education.

The national policy on education has directed that pupils be evaluated and certificated parthy through the means of continuous assessment. Instrument devised for measuring the abilities and competence of pupils should measure.The measure should reflect true performance of pupils. This study intended to evaluate the competence of teacher in construction, administration and securing of item devised for continuous assessment. Continuous assessment, according to (Okpala and Onocha, 2001). Is also a special type of assessment which a teacher conducted in the school. Complete records give assignment and tests, grade these assignment and tests at some regular interval observed the behavior of pupils and take decisions the old system of assessment was one shot assessment the sense that examination was done only at the end of the term’s work, in some cases, pupils were net examined on what they have been used to one shot system of assessment only made use of tests, class assignments, quizzes, take home question and project were hardly used in assessing learners. This also used to be the situation even with examining bodies like (N.T.I) Nigeria Teacher Institution and (WAEC). West Africa Examination Certificate, In the old system, Only the cognitive domain was assessed that is only the intellectual ability was examined. The affecting domain, interests, altitude. Feeling, emotions, of the learners were ignored in the assessment. The old system did not also consider fully the psychomotor domain except in very few instances.

Continuous assessment is a system of assessment that takes in to account the total experience of pupils throughout suggests the continuous assessment is total and aggregated over a period of schooling. Continuous assessment as a method of ascertaining what a pupils gains from schooling in term of knowledge and character development, taking into account all his/her performance in tests, assignment and other educational activities during the entire period of an educational activities during a given period of term, year, or during the entire period of an educational level.
Finally, It is common knowledge that school enrolment has increased greatly. As a result of the development the attitude of many teacher is affected by the heavy work associated with continuous assessment, some are as to burdensome, some feel it, as an unnecessary creation of more time, some teacher short circuit tests, some conduct just a single test and simply multiply the scores some post phone giving tests, some cancel classes under the excuse that they are going to mark pupils tests, some deliberately give difficult assignment that will keep the pupils busy endlessly so that the teachers can have some time to himself.


1.2 Statement of the Problem

It has been observed that teachers are of the opinion that continuous assessment is of little or no significant effect on the quality of education in Nigeria primary schools, hence have taken it frivolous, some teachers who ought to take continuous assessment serious feels its an opportunity for them to stay away from school. This mentality and other erroneous have made nonsense of the continuous assessment performance. As a result of the aforementioned problems and many others,students have either lost interest in the subjects or have missed years in their course of study. Also teachers have either lost interest in the utili1ation of continuous assessment the quality of education in primary schools.


1.3 Objectives of the Study

The major of this study is to critically examine the effect of continuous assessment in the quality of education in primary schools using some selected primary schools in AMAC FCT Abuja.

By extension, this study will specifically;

  1. Identify various assessment strategies adopted among primary school teachers in AMAC FCT Abuja.
  2. Find out how continuous assessment has contributed to the promotion of quality of education in primary schools in AMAC FCT Abuja.
  3. Investigate the factors influencing the implementation of continuous assessment among primary school teachers in AMAC FCT Abuja.

1.4 Research Question

The study will be guided by the following questions;

  1. What are the various assessment strategies adopted among primary school teachers in AMAC FCT Abuja?
  2. Has continuous assessment contributed to the promotion of quality of education in primary schools in AMAC FCT Abuja?
  3. What are the factors influencing the implementation of continuous assessment among primary school teachers in AMAC FCT Abuja?

1.5 Research Hypothesis

  • Ho: There is no significant relationship between continuous assessment and promotion of quality of education in primary schools.
  • Ha: There is a significant relationship between continuous assessment and promotion of quality of education in primary schools.

1.6 Significance of the Study

This study will highlight the issues and problems of continuous assessment in secondary schools. It will explain the meaning of continuous assessment as the mechanism whereby the final grading of learner’s cognitive, affective and psychomotor domains of learning systematically takes account of their performance during a given period of schooling. It will also cite the legal provision of continuous assessment in our educational system. The purposes of continuous assessment will be highlighted to include finding out the extent of pupils knowledge, understanding and skills learnt. The problems and weakness of continuous assessment will also be highlighted.

Furthermore, this study is significant because it will provide explicit information about the constraints imposed on teachers’ continuous assessment practices by prevailing educational policies. This will offer policy-makers relevant feedback which if addressed can bring about relevant changes to improve basic schoolteachers’ classroom and assessment practices in Nigeria.

Finally, this study will contribute further to the current literature in this field and will also serve as a resource for academics, researchers, and students who may want to do future research on this topic.


1.7 Scope of the Study

This study is to critically assess the effect of continuous assessment in the quality of education in primary school. Geographically the study will be delimited to primary schools in AMAC FCT Abuja.


1.8. Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.


1.9 Definition of Terms

Assessment:

Assessment involves the systematic collection of data on all aspects of an educational endeavor.

Continuous Assessment:

Continuous assessment involves the use of classroom exercises, tests and home work/projects to gather numerical marks which are added to the end of term and year examination to serve as pupils records. The continuous assessment is gathered throughout schooling, primary one to junior secondary form three (9 years), and then sent to the external examining body, West Africa Examinations Council (WAEC).


1.10 Organization of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the effect of continuous assessment in the quality of education in primary schools using some selected primary schools in AMAC FCT Abuja. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine the effect of continuous assessment in the quality of education in primary schools using some selected primary schools in AMAC FCT Abuja. The study is was specifically carried out to identify various assessment strategies adopted among primary school teachers in AMAC FCT Abuja, find out how continuous assessment has contributed to the promotion of quality of education in primary schools in AMAC FCT Abuja, and investigate the factors influencing the implementation of continuous assessment among primary school teachers in AMAC FCT Abuja.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 35 responses were validated from the enrolled participants where all respondent were teachers of some selected primary schools in AMAC FCT Abuja.


5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. The various assessment strategies adopted among primary school teachers in AMAC FCT Abuja includes: formative assessment strategy, summative assessment, diagnostic assessment, authentic assessment, and performance assessment.
  2. Continuous assessment has contributed to the promotion of quality of education in primary schools in AMAC FCT Abuja.
  3. The factors influencing the implementation of continuous assessment among primary school teachers in AMAC FCT Abuja includes: large class size, time constraint, lack of effective computational skill on the part of the teachers, and teachers poor attitude toward CA.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Adequate continuous assessment materials should be provided by the government to all schools both the urban and rural to enable teachers’ carry out continuous assessment effectively.
  2. There should be a coordinating committee in each school, in each district or local government area and each state should be inspected, supervise and monitor by the ministry of education to know what is going on in their area of jurisdiction to ensure maintenance of approved standards and procedures in continuous assessment.
  3. Teacher should have experience in assessing physical manual skills (psychomotor), this approach would be in conformity with the idea expressed in the national policy on education.
  4. Experts should be selected by the ministry of Education to organize Conferences, Seminars, Workshops, and In-service training for teachers’ so that they can understand the new dimensions and current strategies, skills and techniques on how to implement continuous assessment.

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Frequently Asked Questions


What is a quality assessment in education?

What Is A Quality Assessment? Quality assessment basically focuses on the targeted areas with complete precision. It does not go haywire in extracting the knowledge of the learner with its faulty agenda. Assessment in the education industry should have the following characteristics in order to be stated as a “quality assessment”:

How important is assessment in the education system?

Nobody would burn their cholesterol for obtaining absolutely nothing; same goes with education—assessment acts as a catalyst in bringing out positive outcome by encouraging the learner in terms of better performance.

How does workload impact teachers’ performance and provision of quality education?

They impact variously on the teachers’ performance and ultimately shape the quality of education students receive Table 2: Teachers’ Role in Provision of Quality Education This study also found that 64.2% of the teachers felt that to most extent high workload for the limited their role in ensuring effective academic performance in school.

What are the factors affecting the quality of primary education in Kerala?

It was indicated that there was laxity on the students and lack of feeding programs in f Edu World (2017) ISSN NO.:2319-7129, volume 6 (1):245 Factors Affecting The Quality Of Primary Education In Kerala schools and therefore the Ministry of Education and the school administrators should provide teaching and learning resources. 

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