ABSTRACT
This
study will enable us to identify the problems of continuous assessment in
primary schools in Ile-Oluji Local Government Area of Ondo State. A review of
related literature yielded the basic upon which the study was based. The study
was also administered on the teachers to collect fact about the problems of
continuous assessment in Ile-Oluji Local Government area of Ondo State.The
result shows that continuous assessment has a great influence on the pupils academic
achievement in Ile-Oluji Local Government area of Ondo State. Lastly,
recommendations were made based on the finding of the study was however an
exhaustive research of the problem of continuous assessment in Ile-Oluji Local
Government area of Ondo State.
TABLE OF CONTENT
TITLE PAGE
Title Page
Certification
Dedication
Acknowledgement
Abstract
Table of Content
CHAPTER ONE
Background of the study
Purpose of the Study
Significance of the Study
Statement of the Problem
Research Question
Research Hypothesis
Delimitation of the Study
Definition of Terms
CHAPTER TWO
Introduction
Definition of Continuous Assessment
Characteristics of Continuous Assessment
Active Student Involvement
Skilled Teacher Direction
Constructive
Purpose of Deriven
Problems of Continuous Assessment
The Principle of Continuous Assessment
Record Keeping under Continuous Assessment
CHAPTER THREE
Research Design
Population of the Study
Sample and Sampling Techniques
Administration of the Instrument
Data Analysis
CHAPTER FOUR
Result and Discussion
Test of Hypothesis
Discussion of Finding
CHAPTER FIVE
Summary
Conclusion
Recommendation
Suggestion for further Study
Reference
Appendix
CHAPTER
ONE
INTRODUCTION
Background
of the Study
Continuous
assessment is one of the new concepts introduced in the Nigerian educational
system with the new national policy on education. In short; it is part of the
new system of education, otherwise known as the 9-3-3-4 system.
Assessment
is an essential element in the educational process. A teacher must make some
measurements of the extent to which the learning experiences of students
achieve the stated objectives of the course of study.
Ohnuche
and Odili (1986) Defines assessment as involving the determination for the
value and work of a thing implies making decision.
The changing needs and attitudes of individual
children call for a continuous evaluation of such needs and traits in order to
enable the children understand themselves better. Their teachers to improve on
their teaching methods, the parent and guidance understood the children, so
that educational vocational and personal social decision can be realistically
made on them.
This
study was carried out in Ile-Oluji Ondo State. There are very few turns in
Ile-Oluji Local Government Area of Ondo States, most of these schools are
located in the rural areas. Thus the background of this study has rural
settings.
Purpose
of the study
The purpose of this study was to pursue an
investigation into the role of continuous assessment in the primary school.
From
the literature study it became clear that the role of continuous assessment, as
formative assessment is to inform educators and learners about a learner’s
progress in order to improve learning. The information obtained by continuous
assessment should be of such a nature and be available at a time that will
enable the learner to grow.
Effective
continuous assessment should involve the continuous updating of assessment of
the performance of a learner, there are many different methods that can be
employed in continuous assessment and different ways in which they can be used.
In order to improve assessment and to ensure the best feedback from it, the
educator needs to find the method which bests first the purpose of the
assessment. The purpose of continuous assessment is to assess all aspects of a
learner’s development.
The
study will attempt to achieve the following objectives:
1. Examine
the method teachers used in assessing pupils as inhibiting factors.
2. Determine
the time stipulated for fully assessment of pupils as inhibiting factor.
3. To
investigate how teachers partially view of continuous assessment inhibiting its
implementation.
4. To
determine whether teachers have the logistics for continuous assessment.
Significance
of the Study
The
findings of this study win be useful to the schools, teachers, pupils, parent
and the society in general.
1. It
is hoped that the findings would be used in planning and organizing effective continuous
assessment of pupils progress in primary schools,
2. On
the part of the teachers who are the actual implementers, it will furnish them
with necessary information on areas and method their service are to be employed
for effective implementation of the programme.
Statement
of the Problem
Although 6-3-3-4 system
of education emphasized the use of continuous assessment techniques in
evaluating pupils progress in school this is rather ignored and considered a
mere theory in some schools because some teachers do not want the
implementation of continuous assessment due to the fact that it is burden some
and time consuming.
Secondly,
the problem in that proper record on continuous assessment is not kept by
teacher’s and schools and the one that is provided is usually not
comprehensive. The fact that continuous assessment is the basis for the
certification in both junior and senior primary schools nation wide (NPE 2004),
and that teachers fail to keep this vital record properly and some teacher keep
this record poorly. Therefore, this study tend to investigate the inhibiting
factors in the implementation of continuous assessment in primary schools in
Ile-Oluji Local Government Area of Ondo
State.
Research
Questions
The
researcher formulated four (4) research questions to guide the study.
The
question include:
1. To
what extent does teachers method of assessment inhibit its implementation?
2. How
often do teacher’ assess their pupils?
3. What
is the teacher’s view of continuous assessment?
4. Do
teachers have necessary logistics for carrying out continuous assessment?
Research
Hypotheses
There
is no significant difference in the mean score of teachers perception on
continuous assessment in primary schools.
There
is no marked difference in the remedies and impact mean score of continuous
assessment on the learning process of the pupils in the primary school.
Delimitation
of the Study
This
study was designed to cover five schools in Ile-Oluji Local Government Area in
Ondo State.
Research
samples were drawn from pupils, teachers and principals.
Lack
of time hindered the researcher in extending the research to cover all the
schools in the State were randomly selected.
Financial
constraint was another problem since the cost of moving from one place to
another was not easy as the researcher was not mobile to go round the schools.
Definition
of Terms
ASSESSMENT:
An ability which may be oral or practical given to learners by the teachers to
reinforce or access the rate of learning.
COGNITIVE
DOMIAN: Is an aspect of learning which deals with the
learners intellect or intellectual development.
CONTINUOUS
ASSESSMENT: A practical exercise carried out
appraises, grade pupils and measure the extent to which specified educational
objectives have been achieve.
EDUCATION:
A process which affect a change in an individual’s behavior leading to
functionalism to self and the society at large.
EVALUATION:
An exercise carried out at the end of teaching and learning process to
ascertain the extent to which laid down or specified educational objectives
have been attained.
PRIMARY
SCHOOL: It is elementary schools for children between the
age of 5-11.
PUPILS:
A learner in an elementary primary school.
TEST:
An activity or exercise administered to a learner to measure skill ability
knowledge or ideas (petentials)
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