ABSTRACT
This research work was
designed to investigate the importance of continuous assessment among some
selected junior secondary school students in Ovia North East Local Government
Area Edo State. To achieve the laid down objectives, the researchers carried
out the investigation by designing well structured questionnaire for
respondents in the area of study. The data so far generated from the study was
analyzed using the simple percentage statistical analysis. The study revealed
that both teachers and students alike recognized the impact of continuous
assessment, continuous assessment have not helped prevent exam malpractice,
continuous assessment help promote good study habit and reading culture among
students it help teachers give feedback, keep assessment records of students
and help diagnose students areas of strength and weakness in social studies. It
was also discovered that most teachers never use standardized test and
standardized score. They mainly assess students cognitive activities
behaviours.
TABLE OF CONTENT
Chapter
One
Background of the
Study
Statement of problems
Purpose of study
Significance of the
study
Research Question
Scope of the study
Definition of terms
Chapter Two
Literature review
CHAPTER
THREE
Research Methodology
Sample Study
Sample and Sampling
Sample Techniques
Research Instrument
Population
Administration of
instrument
Method of analysis
CHAPTER FOUR
Data Presentation and
Analysis
CHAPTER FIVE
Summary
Recommendations
Conclusion
REFERENCES
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE
STUDY
The assessment of student’s progress and achievement is a vital component
of any educational system. It is a mechanism for progressive evaluation of
changes in the behaviour of individual learners and for determining the
student’s level of achievement in a course of study (Ehiametalor, 1990).
Thus teachers are expected to examine from time to time how far the students in
their classes learn subject matter presented to them (rather than wait till the
end of the academic year before examining them).
According to (Ughamadu 1991), Western Education came into Nigeria with twin
assessment methods in the firm of internal and external examination. Internal
examination includes all tests that are conducted from time to time in our
students. Such tests were conducted firmly at the end of the school year and
were used essentially for promotion of students from one class or level to
another. Also the internal system of assessment was to prepare the students for
external examinations. But whatever the frequency of such tests and
examinations, they never from part if final assessment of students.
The external examinations on the other hand are those conducted by external
bodies and agencies that had no hand in the teaching of the students. Such
bodies includes the Ministry of Education, Western Africa Examination Council
(WAEC), NECO, NABTEB, Joint Admission and Matriculation Board (JAMB). The old
system of assessment was however found to be loaded with so many flaws and
fraught with weaknesses because it concentrated on one aspect of human
development i.e. cognitive domain at the expense of affective and psychomotor
domains. These flaws and weakness according to Ali, Ezeadi and Ogbazi (1988)
including the following.
1. It lacks the necessary feedback that would allow
the teacher to assess his instructional strategies and instruments.
2. The system was not comprehensive enough at it
make use of examination and text as only technique for assessment of learning
outcome.
3. The inherited systems of assessment encourage
examination mal-practice since the end of term exam determines who pass of
fall. Therefore, students are conscious of the fact that their future depends
solely on the result to cheat al all cost and take the examination as a matter
of life and death.
4. The system also denies the teachers the
opportunity to participate in the final assessment of his students hence
teachers are not been flexible and innovative in their mode of teaching more
often than not they rigidly stick to the examination syllabus.
5. Decision about the learners is made at the year
course when it is already late to give any guidance service that help the
students improve on their learning.
1.2 STATEMENT OF PROBLEM
Despite the numerous recommendations so for advanced by contemporary
educationists, the practice and implementation of continuous assessment on the
part of most teachers is still nothing to write home about. The aim of any
teaching-learning processes is the modification of behaviour of the learners
social studies is one of the area where teachers still fraught the assessment
and evaluation of learning outcomes and in most cases resort to the old
practice of assessment at the end of the course in making final decision about
the individual learners.
It is against this ground, this research is undertaken to critically
investigate the importance of using continuous assessment as a major strategy
in the evaluation of social studies.
1.3 PURPOSE OF THE STUDY
The purpose of the study includes;
i.
To examine the concept
of continuous assessment in its ramification.
ii.
To identify the
importance and reasons for the use continuous assessment in social studies.
iii.
To investigate the
problems hindering the effective implementation of continuous assessment in
social studies.
iv.
To put forward some
strategies and recommendations which will service as a possible solution to the
problems hindering effective implementation of continuous assessment in social
studies Nigeria schools?
1.4 RESEARCH QUESTIONS
1. Do teachers assess students learning outcomes in
social studies?
2. Will the practice of continuous assessment
enhance teacher’s effective evaluation of students in social studies?
3. How often does teacher keep continuous
assessment records in social studies?
4. Does teacher use varieties of evaluation
instrument in the assessment of social studies?
5. Does continuous assessment help in improving
performance of students in social studies?
1.5 SOME BASIC
ASSUMPTIONS
The assumption are based on the fact that;
i.
Teacher does not keep
enough assessment records of student’s performance in social studies.
ii.
Continuous assessment
will never work in Nigeria schools due to un-ethical awards of grade on the
part of most teachers.
iii.
Teacher does not lay
emphasis on the domains of learning in the evaluation of learning outcomes in
social studies.
iv.
Teachers are not fully
involved in the final grading and certification of the students they have
taught.
v.
Most school does not
make use of continuous assessment result for guidance and counseling purpose.
1.6 SIGNIFICANCE OF THE
STUDY
The research study will help provide data on teacher’s use of continuous
assessment as a tool in the evaluation of learning outcomes in social studies.
It is therefore expected that the research finding will among other things shed
light on what is currently going on in school as far as the effectiveness of
continuous assessment is concerned.
Also, the study will help provide a frame work for teachers suggest useful ways
of improving the practice of continuous assessment of students. Finally this
study and research finding will also be significant in such a way that it will
serve as a pointer to other researchers who might be interested in the study.
1.7 SCOPE OF THE STUDY
The focus and coverage of this research work is on junior secondary in Ovia
North East concern is to examine teachers use of continuous assessment and the
importance of evaluation in social studies.
1.9 DEFINITION OF TERMS
It is necessary for clarity to define certain concepts within the context in
which they are used;
Continuous
assessment: From time to time
evaluation of students learning which is used to make final decision about the
learners?
Domains of learning: The levels and areas which students are been
assessed/cognitive, affective and psychomotor.
6-3-3-4 system: Implies six years in primary, three years in
junior secondary, three years in senior secondary and four years.
Exam-malpractice: All forms involved in cheating during an
examination.
Evaluation: Method of passing valued judgment on any test
items.
Curriculum: All programmes of studies which the school used
in changing the overt and covert behaviors of the learners.
Record keeping: documentation of vital information for future
references.
Test: Is a device or instrument for measuring
student’s ability, achievement, interest, and attitude.
Department | Education |
Project ID Code | EDU0095 |
Chapters | 5 Chapters |
No of Pages | 70 pages |
Methodology | Null |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
|
|
Contact Us On | +2349067372103 |
Contact Us On | +2349094562208 |
|