The existentialist Nigeria education thought seeks to distinguish between the
British idealism, which breaks an elicit society, and the America pragmatism
which nature a nation on practical men. The Nigeria philosophy gave direction
and energy to the national conference curriculum development sponsored by the
Nigeria educational research council in 1969, that conference was a momentous
landmark in the history of educational development in Nigeria.
It was a prevailing practice in most of all institutions of learning and
evaluation of the students performance in one final examination was in tenable
fraught with psychological paradoxes and expensive in time and money, dangerous
The performance at the school certificate, students in this country then were
totally poor. This could be seen from the results of school certificate
examination between 1974 and 1977. The percentage passes stand as follows;
June 1976- 43%
The system of a final examination at the end of the year secondary school
course by an external examining body as West Africa Examination council is
unrealistic. Discouraging and destructive of potentials. This does not
encourage the cultivation of study habit student fizzle away their variable
period of four years, rise from their lethargy and stop in the fifth and face
belatedly to the labour of completing tasks long postponed as the fathom of the
final examination looms before them. For the leisure, the fear of failure at
the end of gruesome five years compelled cramming, without ply, relaxation in
the crucial final month.
This situation breeds high casualty rates for students and teacher, the system
breeds unsystematic and irregular application to duty and more, it breeds the
tendency to dishonestly since the feeding is to ensure success at all cost and
by all means fat or foul.
The answer to this lies in continuous and cumulative assessment and evaluation.
This spreads out evenly throughout the year and eliminates for the final
onslaught. This rates out the central examining bodies and reduces the
influence in a final examination.
STATEMENT OF THE PROBLEM
the national policy on education, it was of the opinion of the policy makers
that, continuous assessment will form the overall and about 60% of all
examination in primary and secondary school respective. And also there ill be
an inclusion of training in the continuous assessment of pupils in programmes
of pre-service teacher education in teacher training colleges and of
in-services training in the national teachers institute as planned in handbooks
on continuous assessment titled “teachers education”.
The above opinion and assertion on continuous assessment are bedeviled by the
i.the present test items in most primary and
secondary schools cognitively biased on the determent of the effective and
ii.that the task force on continuous assessment set
up in 1978 appear dormant and ineffective.
iii.Seventy percent of serving teachers are ignorant
of what to do and how to do them.
iv.The problem of comparability of standard appear
elusive, the continuous assessment system came in the wake of the new national
policy on education in 1977 and revised in 1981. One of the distinctive
features of new policy on education is its emphasis on continuous assessments.
the problem of implementation still affect the continuous assessment system?
the text items in school cognitive biased?
what extent has the prominent give to the single final examination?
what extent is the need of training of teachers in the manipulation of the
continuous assessment skills?
the standard comparable or is it still alive?
PURPOSE OF THE STUDY
purpose of this study is to assess the implementation of the national policy on
education with specific reference to the continuous assessment in post primary
school in Edo state.
SIGNIFICANCE OF THE STUDY
the promulgation not much research have been done in the area.
attends to bridge the gap.
of the investigation will be useful to formulators and implementers, since they
will have a base line data in carrying out on improved quality formation and
SCOPE OF THE STUDY
necessary to diligent this study because it is not possible to study a problem
without limiting the scope.
The area of
coverage is restricted to three selected secondary schools in Ikpoba-Okha local
government area of Edo state i.e (a) Niger College (b) Ugiomon Secondary School
(c) Saint Maria Gorreti secondary school (d) Oguola secondary school (e) itohan
girls grammar school.
DEFINITION OF TERMS
affective and psychomotor domain.
appraise, fix value on work e.g. children responses to question.
of things or part working together in a regular relation.
to judge the value of materials, statement, novel, poem or price written
TERMS AND CONDITIONS APPLY
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