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

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: CONTINUOUS ASSESSMENT AS A CORRELATE OF STUDENT ACADEMIC PERFORMANCE IN SCHOOL OF EDUCATION
: Chapter 1 – 5
: #3, 000
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This study, CONTINUOUS ASSESSMENT AS A CORRELATE OF STUDENT ACADEMIC PERFORMANCE IN SCHOOL OF EDUCATION contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.

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


RESEARCH BODY

ABSTRACT

This study examine the continuous assessment as a correlate of student academic performance in School of Education, Federal College of Education, Abeokuta, Ogun State. The descriptive survey design was used for the study. Relevant literature on continuous assessment were extensively reviewed. The sample consisted of 100 students randomly selected from the three department in education department, the major instrument used for data collection was questionnaire data obtained in the study were analysed using sample percentage, the result of the analysis shows that continuous assessment is instrumental to overall academic performance of students in addition to its encouragement of hard work by students. It was recommended among others that achievement test should be administered in all schools to get an ideal relative standardized performance.
CHAPTER ONE

INTRODUCTION

1.1    Background of the Study

           Continues assessment is a relatively innovation in the 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).

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 (some one 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 measure of all the overall quality of education as a consequence, assessment has acquired an importance beyond merely providing some kinds of reliable and valid measure of Childs knowledge and understanding, the emphasis has shifted to it becoming a measure of the individual teachers capabilities than when sum 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 students steps into the school up to and including the last day in it (Ohumche 1998)
1.2    Statement of the Problem

Students performance in examination varies some perform very well while others perform poorly. There are many factor responsible for this differentials performance among others factors are teachers method of teaching availability or otherwise of the necessary laboratory equipments, 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 score and examination scores in Education.

In addition, the urgent need to promote learning and improve performance in college of education Abeokuta district resulted into a range of related but different developments in continuous assessment at classroom levels. The resultant feature has been inconsistent performance of students “in “A” level examinations national wide and performance still varies from school to school. This undetermines 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 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).

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

Specifically, the objectives of the study were to

  1. Explore teachers perception about the effects of Continuous assessment on students who record lower attainment in class.
  2. Examine the In – class arrangement that teachers adopt to enhance the participation of students who record lower attainment in classroom activities.
  3. Explore the experience of student who record lower attainment during class test.
  4. Analyzed the view of student who record lower attainment concerning their performance.
  5. 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 were identified

  1. What effect does continuous assessment have on Student who record lower attainments?
  2. What in – class arrangements do basic school teachers adopt to support and enhance lower attaining students participation in classroom activities?
  3. What challenges do teachers face concerning supporting lower attaining students to participate in class room activities?
  4. What are lower attaining student’s feelings about class tests?
  5. 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 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 school of Education, federal college of Education Abeokuta Ogun state. It is hoped that the finding will go along way to suggest solution to 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 interpretable form.

Continuous assessment: Involves the use of classroom exercises, tests and home work/project 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.

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



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