Impact Of Continuous Assessment On The Academic Achievement Of Junior Secondary School Students
The study was undertaken to investigate the impacts of Continuous Assessment on academic achievement of NCE students in Kaduna state. The population of the study comprises of all students in schools of education in Kaduna state. The sample consisted of 90 students drawn from the schools of Education in Kaduna state. A pre-test post-test experimental control group design was used. The experimental group was further divided into two groups, E1 and E2, while only one group serves as control group. The experimental group EI was subjected to two sets of Continuous Assessment while E2, the second experimental group was subjected to four sets of Continuous Assessment and finally the control group C was left without any Continuous Assessment. Pre-test and post-test were administered to the three groups. Five hypotheses were stated. Two instruments, teacher made test (T.M.T) was used for the Continuous Assessment and Organic Integrated science Test (OCT) was used as both pretest and post test. The data obtained were analyzed using F-test, ANOVA, t-test, and Pearson product moment correlation coefficient (r) statistics at 0.05 level of significance. The findings of the study revealed that Continuous Assessment has significant impact on academic achievement of NCE students. In the light of the findings from this study, it was recommended that integrated science teachers should strive to see that at least four C.A’s are given to students per semester in order to improve their academic achievement and that teachers should also be properly trained on the methods and techniques of Continuous Assessment construction and administration for the system to be impactive.
1.1 Background to the Study
Examinations and assessment are an integral component of our educational structure. They are conducted both formally and informally, at practically all levels of education and serve a variety of different functions. In the narrow sense, examinations and assessments may be thought of as having predominantly educational purposes. They may be used in order to:-
- Assess students’ attainment at the end of a course or study programme.
- Evaluate diagnostically students’ academic achievement, progress and/or learning difficulties.
- Evaluate students’ aptitude, possibly for the purpose of assigning them to different courses or teaching set.
- Evaluate the impactiveness of an educational programme or curriculum. (Richard, 1999)
Most of the examinations and assessments regularly conducted by teachers and schools on an ‘internal’ basis tend to fulfill one or more of these educational functions. Other examinations for example, those conducted ‘externally’ by the recognized examining boards and certain professional associations, likewise have a primary educational purpose: to assess the attainment of a student at the end of a course of study. The primary assignment of any school is to ensure impactive teaching and learning of which assessment and examination a form of evaluation, plays a significant role especially in decision making about school programme (Ijaya, 2002). Assessment in education in general is essential and is an on going process. It is the basis for all educational activities. Assessment information is a vital tool in the hands of the professional teacher. It directs guides and protects both the teacher and the learner at every stage of academics (Okwudire, 2005).
Continuous Assessment process is an important component of the National Policy on Education (FME, 2004). This system of assessment and evaluation is an innovation in the Nigerian educational system which has its genesis from the first national curriculum conference held in Ibadan in 1969. The outcome of that historic conference were published, a high powered committee consisting of educationist, university academics, civil servants, industrialist and intellectuals from various works of life was set up to study the report in depth and present recommendations based on its formulation into a new National Policy on Education (FME, 1977).
In 1977, an implementation task force was set up to prepare a blue print for the implementation of the new policy. Input into the Federal Task came from various state task forces set up for the purpose. The Federal Government White Paper on the implementation task force came out in 1979 and constitutes the basis of what is now the new National Policy on Education (FME, 1998). One of the distinct features of the new National Policy on Education is its emphasis on Continuous Assessment.
According to an extract from the National Policy on Education (FME, 1998) “Educational assessment and evaluation will be liberalized by basing them in whole or in parts on Continuous Assessment of the progress of the individual.” The clearest statement as to how the desired ‘liberalization’ was to be achieved was stated in the National Policy on Education. And the type of education that will bring about self realization, better human relationship, national consciousness and technological progress in Nigeria (FME, 1998).
The new National Policy on Education in Nigeria has directed that Continuous Assessment should be used at all educational levels for the evaluation of student achievement. This means that every teacher from primary school to university should understand and practice it. Before the implementation of Continuous Assessment, the summative system of assessment was used where students will be assessed at the end of the term without including any other form of assessment, and this form of assessment is used to evaluate students achievement for placement and promotions to upper class. Mock examination was conducted prior to WAEC examinations. This result was often used to determine those students that qualify to write the final examination (WAEC) and also to secure provisional admission into higher institution before the release of WAEC result (Ango,1997). Carew(1985), stated that irrespective of how well a student’s performance is during his/her years of schooling, if his/her performance in the summative type of examination is not good, he/she is considered incapable of advancing further in education.
Academic achievement, according to Musa (2000), refers to the quality of results produced by students as reflected in the quality of their examination scores. If more C.A is given, it means more motivation on the part of the students and it is hoped that the achievement will increase. Continuous Assessment is often used to motivate students to learn. According to Beard and Seniour (1980), motivation is understood by the teacher as “the urge to work independently either applying one self to his work, interest in ones task or course he has chosen, the desire for a good qualification and good employment, determination to pass examination or a defined goal which one has set for himself and sustenance of enthusiasm”.
This study therefore, intends to find out if students given more number of Continuous Assessment per semester will perform better in the final examination than those who are not given. The study also investigates whether there is any difference in the achievements of male and female students exposed to Continuous Assessment. And finally, the study intends to finds out if there is any relationship between Continuous Assessment scores and final examination scores of Junior Secondary School students.
1.2 Statement of the Problem
Science educators have advocated the need for Continuous Assessment as an integral part of science evaluation programme (Hambury, 1995). However, there is no empirical data to support the impactiveness of the Continuous Assessment system in promoting learning and to show whether or not the performance of students will increase on exposure to more C.A. As C.A has potency to motivate learners to learn. Vroom (1984) defined achievement as a product of motivation and ability. According to him behaviour is not only just influenced by ability but also by how much the individual wants to do certain events and by how much they expect they will do it. So when students are being examined they are motivated to work hard. Therefore, the problem of this study is to find out if exposure of students to many Continuous Assessments has significant impact on the final examination. More assessment means more motivation and thus better achievement, but sometimes human behaviour may change. Many assessments may mean more stress on the part of the student.
In some studies it is shown that there are gender-related differences in learning (Jegede, 1989 Mari, 1991 and Ajagun, 1998). This research uses the two gender and gave them same teaching and assessment techniques, so adequate step is taken to remove any gender difference in the administration of the treatments. This research work also tries to find out if gender has any impacts in the administration of Continuous Assessment to students.
What is not known conclusively is the consistency of Continuous Assessment scores to examination scores. Odili(1995), in his study, asserts that some Continuous Assessment scores are not consistent with examination scores since they show little or no significant correlations. Ihiegbulem(1994), however, found out that a substantially high and significant degree of positive relationship exists between Continuous Assessment and examination scores. One of the purposes of this study therefore, is to determine whether there exists a relationship between Continuous Assessment and examination scores. There is the problem of correlating Continuous Assessment with actual examination scores for instance; it is not uncommon to find a student having very high score in continuous assessment and extremely low score in the final examination (Hassan, 1987). It is hoped that the results from this study will clarify all the stated problems.
1.3 Research Questions
In view of the above, the following research questions were formulated to guide the conduct of the study.
- What is the impact of frequent administration of Continuous Assessment on academic achievement of Junior Secondary students?
- To what extent do male and female students exposed to two sets of Continuous Assessment differ in performance in the first experimental group?
- To what extent do male and female students exposed to four sets of Continuous Assessment differ in performance in the second experimental group.
- Is there any relationship between Continuous Assessment and final examination scores of Junior Secondary students exposed to two sets of Continuous Assessment in the first experimental group?
- Is there any relationship between Continuous Assessment and final examination scores of Junior Secondary school students exposed to four sets of Continuous Assessment in the second experimental group?
1.4 Null Hypothesis
The null hypotheses formulated for the study are:
HO: 1 There is no significant difference in the mean academic achievement scores of students exposed to Continuous Assessment and those assessed using final examination only in integrated science.
HO: 2 There is no significant difference between the mean academic achievement scores of male and female students exposed to two sets of Continuous Assessments in integrated science (that is the first experimental group E1).
HO: 3 There is no significant difference between the mean academic achievement scores of male and female students exposed to four sets of Continuous Assessments in integrated science (that is the second experimental group E2).
HO: 4 There is no significant relationship between the mean Continuous Assessment scores of Junior Secondary students exposed to two sets of Continuous Assessment in integrated science (that is the first experimental group E1).
HO: 5 There is no significant relationship between the mean Continuous Assessment scores and final examination scores of Junior Secondary students exposed to four sets of Continuous Assessment in integrated science (that is the second experimental group 2).
1.5 Objectives of the Study
In view of the above, the study is geared towards achieving the following objectives:
- To determine the impact Continuous Assessment has on final examination scores of Junior Secondary Students.
- To find out if male and female students exposed to Continuous Assessment differ significantly in academic achievement.
- To investigate if there is any relationship between Continuous Assessment scores and final examination scores of Junior Secondary Students.
1.6 Significance of the Study
The main aim of an academic research is to add to the existing knowledge due to the fact that problems are identified and solutions are provided, hence improvement is always expected. The result of this research therefore, is expected to provide an insight on the sustainability, applicability and impactiveness of Continuous Assessment in Junior Secondary School programmes. Continuous Assessment is administered at every level of education from primary schools to university; However there is no empirical data to support its impactiveness in enhancing performance. This research is of significance to the teachers, as it will provide empirical data that would show the number of Continuous Assessment that could be administered in a semester to give optimum performance by students. It will also provide teachers with skills and techniques in organization and administration of Continuous Assessment. There are sampled C.A questions which would serve as a guide for further questions.
Teachers always seek for a Continuous Assessment score that correlate very high with final examination so that the performance of the students in the final examination can be predicted. This will enable them to identify C.A mean score that would provide a more reliable feed back that could be used to predict students’ grades in the final examination. The teacher would also be better positioned to provide parents with a very reliable feedback of the students’ performance in school. The C.A that correlates more is the most reliable and will predict the final performance of the students and when passed to parents it gives more reliable feedback. To curriculum planners this research will help to determine the number of C.A to be inserted when designing the curriculum.
Undoubtedly, the study findings will help lecturers, policy makers and educationist to decide on the impactiveness of the Continuous Assessment process furthermore, it is hoped that the result of this study will make an enormous
Contribution to the existing literature in the area of Continuous Assessment.
1.7 Scope of the Study
The study is limited to two Secondary Schools in Kaduna State. These were Trinity School International, Barnawaand Dabo International HighSchool. The findings of this study are generalizable only in these two secondary schools.
Summary, Conclusions and Recommendations
The study deals with determining the impact of Continuous Assessment on academic achievement of Junior Secondary School students. The data obtained was analyzed using F-test, t- test and Pearson Product Moment Correlation Coefficient statistics. In this chapter a summary of the results obtained is provided. The chapter also deals with the following specific areas.
This study investigated the impact of Continuous Assessment on academic achievement of Junior secondary school students in Kaduna state. Two schools were used for the study, namely: Trinity School International and Dabo International Highschool. One of the schools was assigned to be the experimental group while the other school formed the control group. The experimental group is further divided into two groups E1 and E2 was given two sets of C.A’s per semester while E2 was given 4 sets of C.A’s per semester and the control group is left without C.A. The concepts selected are in organic integrated science. Five hypotheses were formulated and tested using F- and, t – test and Pearson Product Moment Correlation Coefficient A pre-test, post -test quasi experimental control group design was used for the purpose of data collection. A pretest was first administered using (OCT) organic integrated science test before the treatment was given and the results from the pretest was subjected to F – test to determine the equivalence of the groups. Subsequently, there was an intensive (12) twelve weeks teaching session after which a post-test was given using the same instrument organic integrated science test (OCT). Teacher Made Test (TMT) was used for the series of C.A’s. Data obtained from the post-test scores of the students in the three groups were analyzed at 0.05 level of significance.
Results of the data analyzed revealed that:
- Continuous Assessment has significant impact on academic achievement of Junior secondary school students. That is the more the C.A the better the achievement.
- There is no significant difference in the achievement of males and females when exposed fewer C.A’s.
- There is a significant difference in achievement of males and females when exposed to more C.A’s.
- There is no significant correlation between C.A scores and final examination scores of Junior secondary school students.
- Students tend to achieve integrated science concepts better when exposed to series of C.A’s.
- Males do not differ significantly in achievement in integrated science from females when exposed to few C.A’s.
- Males perform better than females in final examination when they are exposed to many C.A’s. There is no significant correlation between C.A scores and final examination scores of junior secondary school students.
The results of this study has shown that:
- Students performed better in integrated science when they are exposed to series of C.A’s (i.e. 4) before the final examination. Integrated science teachers should therefore strive to see that students are exposed to many C.A’s before the final examination. This will go in a long way to increase their performance.
- The results of this study shows that few C.A is gender friendly. With many C.A’s, male students performed better than female students. Therefore the teacher’s should encourage both sex (male and female) to participate equally in the learning and assessment process in integrated science.
- The result shows that C.A scores did not correlate with the final examination. Therefore, teachers should strive to make the C.A of standard and it should be conducted under examination rules and regulations. There should also be more strictness during invigilation of the C.A.
- The schools should organize seminars on Continuous Assessment for both lecturers and students. This is to acquaint all the parties involved of their roles in its practice and the things expected from them.
- Teachers – students ratio should be reduced to a manageable size of say one lecturer to 40 students by either employing more lecturers or reducing admission into Schools of Education. This will help reduce the work load on lecturers and encourage them to give as many number of C.A’s as possible.
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Frequently Asked Questions
How does continuous assessment influence students effective performance?
As cited by Inyang Abia (2004) the use of continuous assessment is the most significant aspect of influence for students effective performance. According to Bayo (2005) the availability of continuous assessment in learning process have the potency for motivating and focusing learners attention on the lesson being presented.
What do you mean by continuous assessment?
Continuous assessment simply means that system strategies/techniques of giving a pupil a final mark/grade based on the work done during a course of study rather than on one examination. ii. Effect is known as the powerful impact that something has on something or somebody.
Why continuous assessment is systematic in nature?
Continuous assessment is systematic because it requires an operational plan. It is cumulative in nature also in that any decision making about learner is based on earlier decisions and it is guidance oriented as said above, in that any data/information gathered on the learners will serve as the basic for further academic growth and development.
What is assessment in education?
Thus, in the context of education, assessment can be defined as a predetermined process through which the quality of a student’s performance in the three domains of educational objectives (cognitive, affective, and psychomotor) is judged.