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PROJECT TOPIC: FACTORS INHIBITING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN SECONDARY SCHOOLS IN IHIALA LOCAL GOVERNMENT AREA OF ANAMBRA STATE.

 

FACTORS INHIBITING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN SECONDARY SCHOOLS IN IHIALA LOCAL GOVERNMENT AREA OF ANAMBRA STATE.

            ABSTRACT

The primary objective of this research is to identity factors inhibiting the implementation of continous assessment in secondary schools in Ihiala Local Government Area of Anambra State. The role and the objectives of continous assessment is to identify the levels of ability, achievement and effective development for various individuals and groups of students, to diagonise learning difficulties in individual, strength and weakness in-group performance for the purpose of improving instrument were highlighted.

The reasons teachers have against the implementation of continous assessment and factors affecting its implementation were also discussed. This study is a survey design; copies of questionnaire were given out to principals and teachers in seven secondary schools in Ihiala Local Government Area. Four-research questions were formulated to guide the investigation and also were tested using simple frequency table and mean. The findings show that the continous assessment programme is suffering from set back occasioned by a number of factors which includes: Unqualified personnel, record keeping and continuity of records, lack of funds, lack of competent equipment and insufficient time. Finally, summary of findings, conclusion, implication of the study, suggestions and recommendation for further research were highlighted.

 

CHAPTER ONE

INTRODUCTION

Background of the study

In order to reform the educational system, the federal Government of Nigeria in 2004, reviewed the national policy on education. One of the high points in the policy instrument was the emphasis laid on continous assessment in the various levels of education and programmes. Continous assessment was introduced in schools following the adoption of 6-3-3-4 system of education. The intention was to make assessment of the leaner more reliable, valid, objective and comprehensive. Since the emphasis is now on the totality of learning, it becomes necessary to evolve and use an assessment system that will consider all aspects of teaching.

FACTORS INHIBITING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN SECONDARY SCHOOLS

Before continous assessment was introduced in secondary school, the old system of assessment was summative, that is examination was done only at the end of the term work. Infact, in some cases, students were not examined on what they have been taught until the end of the year. Also, the summative system of assessment only made use of class test, while take home assignments, class assignment 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 learners were ignored in the assessment. Also, the psychomotor domain was not considered.

An effective continous assessment procedure reduces such incidence as do or die affair. Oweing to the fact that assessment is summative, learners are tempted doing everything within their reach to ensure their promotion to the next class thereby increasing the rate of exam malpractice. Continous assessment emphaizes more on comprehensive information on the cognitive, affective and psychomotor measures of an individual if well implemented. This will also make learning more meaningful to the children and essential for independent living and meaningful contribution of effective life of the society.

The old system of assessment was single and teachers then never encouraged the implementation of continous assessment because to them, it is burdensome and time consuming. Also there is the problem of unqualified personnel to implement and operate the continous assessment method.Judging from general comment from parent and society, it is apparent that the continous assessment system of education has some factors effecting its implementation and most especially secondary schools in Ihiala Local Government Area of Anambra State.

Therefore, this negative impression on the new system of education has induced the researcher to investigate the factors inhibiting the implementation of continous assessment in secondary schools in Ihiala Local Government Area of Anambra State.

Statement of the problem

Although the 6-3-3-4 system of education emphasized the use of continous assessment techniques in evaluating students progress in schools, this is rather ignored and considered a mere theory in some schools because some teachers do not want the implementation of continous assessment due to the fact that it is burdensome and time consuming. Secondly, the problem is that proper record on continous assessment is not kept by teachers and schools and the one that is provided is usually not comprehensive. The fact that continous assessment is the basis for the certification in both junior and senior secondary schools nation wide (N P E 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 continous assessment in secondary schools in Ihiala Local Government Area of Anambra State.

 

FACTORS INHIBITING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN SECONDARY SCHOOLS

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