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PROJECT TOPIC- FACTORS AFFECTING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN EZEAGU LOCAL GOVERNMENT AREA OF ENUGU STATE

PROJECT TOPIC- FACTORS AFFECTING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN EZEAGU LOCAL GOVERNMENT AREA OF ENUGU STATE

ABSTRACT

The primary objective of the research is to identify the factors affecting the implementation of continuous assessment in secondary schools in Ezeagu Local Government Area of Enugu State. The role and objective of continuous assessment is to identify the levels of ability, achievement and effective development for various individuals and groups of students, to diagnose learning difficulties in individual strengths and weakness in group performance for the purpose of improving instruments were highlighted. The reasons teachers have against the implementation were also discussed. This study is survey design; 20 copies of questionnaire were given out to teachers and students in fifteen secondary schools in Ezeagu Local Government Area. Five research questions were formulated to guide the researcher in his investigation and also were tested using simple frequency table and mean. The findings shows that the continuous assessment programme is suffering from set-back occasionally by a number of factors which include use of instruments, unqualified personnel, record keeping and continuity of records, teachers’ integrity, lack of funds, insufficient time. On the whole the entire study was put together in five chapters including references of test and materials used. Chapter one presented a general introduction of the study while chapter two reviewed related but relevant literatures on the subject of study, chapter three on its part presented the research methodology where all the various techniques used in the study were explained, on the other hand chapter four presented and analyzed the data obtained from the result of findings, chapter five was devoted to the summary of findings, conclusion, implication of the study, suggestion and recommendation for further research were finally highlighted.

CHAPTER ONE

INTRODUCTION

1.0   Background of the Study

In order to reform the educational system, the federal government of Nigeria in 2004, published a national policy on education. One of the high points in the policy instrument was the emphasis laid on continuous assessment in the various educational levels and programmes. Continuous assessments were introduced in schools following the adoption of the 6-3-3-4 system of education.

The intention was to make assessment of the learner more reliable, valid, objective and comprehensive, since the emphasis now is on the totality of learning. It becomes necessary to involve and use an assessment system that will consider all aspects of teaching. Before continuous assessment was introduced in secondary schools the old system of assessment was done only at the end of the terms work.

In fact in some cases, students were not examined on what they have been taught until the end of the year. Also the one shot system of assessment only made use of class test, while take home questions, class assessment and project were hardly used in assessing a learner. In the old system, only the cognitive domain was assessed, that is only the intellectual ability was examined, the affective domain,

interest, attitude, feeling emotions of the learner were ignored in the assessment. Also the psychomotor domains, that is manipulating with hand or mind was not considered fully. Since the old system was one shot, learners regarded the final and only examination as do or die affair. Since the single examination is so crucial in deciding the future of candidates, their tendency to ensure success by all means is very high.

The continuous assessment procedure could reduce such incident. In the traditional approach to assessment, information provided in the record that is kept, is usually scanty. This information does not indicate much and it does not give a true picture of the overall performance of the child. Continuous assessments give more comprehensive information on the cognitive, affective and psychomotor measure

of individual if well implemented. This will also make learning more meaningful to the children and essential for independent living and meaningful contribution to effective life of the society. Though the old system of assessment was single, the old teachers do not want the implementation of continuous assessment because to them, it is burdensome and time consuming.

Also there is the problem of unqualified personnel to implement and operate the continuous assessment method. Judging from the general comments from parents and society, it is apparent that, the continuous assessment system of education has some factors affecting the implementation and most especially secondary schools in Ezeagu Local Government Area of Enugu State.

Therefore, this negative impression on the new system of education has induced the researcher to investigate the factors affecting the implementation of continuous assessment in secondary school in Ezeagu Local Government Area of Enugu State.

PROJECT TOPIC- FACTORS AFFECTING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN EZEAGU LOCAL GOVERNMENT AREA OF ENUGU STATE

1.1   Statement of the Problem

Although the 6-3-3-4 system of education emphasized the use of continuous assessment techniques in evaluating students’ progress in schools, this is rather ignored or considered a mere theory in some schools because the old teachers don’t want the implementation of continuous assessment due to the time it consumes and also, there is the problem of unqualified personnel to implement and operate the

continuous assessment method. Another problem is that, proper records are not kept by the teachers or schools and the one that is provided is usually scanty. It is therefore the researcher’s intention to find out those factors affecting the successful implementation of continuous assessment in secondary schools in Ezeagu Local Government Area of Enugu State with a view of suggesting some possible solutions to the identified problem.

1.2   Purpose of the Study

The major purpose of this study is to find out the factors affecting the implementation of continuous assessment in secondary schools in Ezeagu Local Government Area of Enugu State. Specifically, the study would attempt to achieve the following objectives:

  1. Examine the methods teachers use in assessing students
  2. Determine the time stipulated for assessment of students
  3. To find out how teachers view the new system of assessment
  4. Identify the factors affecting the implementation of continuous assessment.

1.3   Significance of the Study

Firstly, it is hoped that the finding would be used in planning and organizing effective continuous assessment of students’ progress in secondary schools. Secondly, on the part of teachers who are the actual implementers, it will furnish them with necessary information on areas and methods their services are to be employed for effective implementation of the programme. Finally, vocational programmes could focus attention on the improvement of those areas identified and where teachers have greatest need for improvement.

Scope of the Study

The study is restricted to continuous assessment problem in some selected secondary schools in Ezeagu Local Government Area of Enugu State. The study constantly involved the teachers and students of secondary schools in Ezeagu Local Government Area of Enugu State. This target groups administers the continuous assessment techniques.

 Research Question

The study will be guided by the following research questions:

  • What methods do teachers use in assessing student?
  • What time is stipulated for the assessment of students by the teacher?
  • How do the teachers see the new method of assessment?
  • What impact has the continuous assessment on the student?
  • What are the factors affecting implementation of continuous assessment?

PROJECT TOPIC- FACTORS AFFECTING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN EZEAGU LOCAL GOVERNMENT AREA OF ENUGU STATE

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