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PROJECT TOPIC- IMPACT OF CONTINUOUS ASSESSMENT ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SOCIAL STUDIES IN ISHIELU LGA OF EBONYI STATE

PROJECT TOPIC- IMPACT OF CONTINUOUS ASSESSMENT ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SOCIAL STUDIES IN ISHIELU LGA OF EBONYI STATE

CHAPTER ONE

INTRODUCTION

Background to the Study

One of the functions of a school is the certification of the individual learner under its tutelage. To effectively carry out this role, assessment of one kind or the other is a prerequisite. Assessment is a means whereby the teacher obtains information about knowledge gains, behavioural changes and other aspects of the development of learners.

Azubuike (2013) noted that continuous assessment is a classroom strategy implemented by teachers to ascertain the knowledge, understanding, and skills attained by students. Teachers administer assessments in a variety of ways so as to observe multiple tasks and to collect information about what students know, understand, and can do (Agha, 2011). These assessments are curriculum-based tasks previously taught in class. Continuous assessment occurs frequently during the school year and is part of regular teacher-students interactions. Students receive feedback from teachers based on their performance that allows them to focus on topics they have not yet mastered. Teachers learn which students need review and remediation and which student are ready to move on to more complex work. Thus, the results of the assessments help to ensure that all students are progressing in learning throughout the school cycle thereby increasing their academic achievement.

The continuous assessment process is much more than an examination of student achievement. It is also a powerful diagnostic tool that enables teachers to understand the areas in which students are having difficulty and to concentrate their efforts in those areas. Continuous assessment also allows teachers to monitor the impact of their lessons on students’ understanding. Teachers can modify their pedagogical strategies to include the construction of remediation activities for students who are not working at the expected grade level and the creation of enrichment activities for students who are working at or above the expected grade level (Eze, 2012). Hence, the continuous assessment process supports a cycle of self-evaluation and students-specific activities by both students and teachers.

In continuous assessment, teachers assess the curriculum as implemented in the classroom. It also allows teachers to evaluate the effectiveness of their teaching strategies relative to the curriculum, and to change those strategies as dictated by the needs of their students. In addition, continuous assessments provide information on achievement of particular levels of skills, understanding, and knowledge rather than achievement of certain marks or scores. Thus, continuous assessment enables students to monitor their achievement of grade level goals and to visualize their progress towards those goals before it is too late to achieve them (Eze, 2012).

PROJECT TOPIC- IMPACT OF CONTINUOUS ASSESSMENT ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SOCIAL STUDIES IN ISHIELU LGA OF EBONYI STATE

In order to reform nation’s educational system, the Federal Government of Nigeria in 2004 published a new 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. The emphasis is with a view of ensuring that the final grading of students in the cognitive, affective and psychomotor domains of behaviours take into account, the students’ performances during a given period of schooling. Although continuous assessment is a worthwhile innovative exercise in Nigeria educational system, there are some problems and set-backs associated with it. The exercise is more than twenty years old now but that notwithstanding many teachers know very little about how to operate it. Ani (2006) in Musa (2009) commenting on the problems, pointed that, the affective and psychomotor domains which are vital components of continuous assessment have no qualitative methods of testing students on them.

Moreover, as there is no body or supervisor specifically in charge of the system. Teachers are not honest enough in scoring the students. At time they award marks without testing and scoring the students. Another problem is the fact that continuous assessment requires facilities for its effective implementation. Studies have shown that these needed facilities are not available in our schools.

One of the functions of a school is the certification of the individual learner under its embrace (Idowu & Esere, 2009). To effectively carry out this role, assessment of one kind or the other is a prerequisite. Assessment is a means whereby the teacher obtains information about knowledge gains, behavioural changes and other aspects of the development of learners (Oguneye, 2002). It involves the deliberate effort of the teacher to measure the effect of the instructional process as well as the overall effect of school learning on the behaviour of students. Assessment covers all aspects of school experience both within and outside the classroom. It covers the cognitive as well as the affective and psychomotor aspects of learning.

From the foregoing, this study tried to investigate the impact of continuous Assessment on the academic achievement of students in social studies in Ishielu LGA of Ebonyi State.

Statement of the Problem

Although the present 9:3:4 system of education emphasizes the use of continuous assessment techniques in evaluating students’ progress in schools, this is rather ignored or considered a mere theory in some schools and for a subject like social studies. It is therefore the researchers’ intention to find out the Impact of continuous Assessment on the academic achievement of students in social studies

And to check problems that are affecting the successful implementation of continuous assessment in secondary schools in Ishielu Local Government area with a view of suggesting some possible solutions to the identified problems. . Some of the problems that arise/facing the continuous assessment are as follows:

(i)    Reduction in teacher and student contact hours.

(ii)   Use of questions that require easier marking

(iii)  Lack of uniformity in continuous assessment procedures across schools.

(iv)  Lack of remedial instruction based on continuous assessment results takes place in Junior Secondary schools.

(v)   Lack of moderation.

 Purpose of the Study

Based on the statement of the problem, the study is aimed at investigating the impact of continuous Assessment on the academic achievement of students in social studies in Ishielu LGA of Ebonyi State. Specifically, it will try to:

  1. Ascertain the effect of frequent administration of Continuous Assessment on academic achievement of Social Studies students in Ishielu Local Government Area of Ebonyi State.
  2. Determine the relationship between Continuous Assessment and final examination scores of Social Studies students in Ishielu Local Government Area of Ebonyi State?
  3. Ascertain how Continuous Assessment can improve the academic achievement of students in social studies in Ishielu Local Government Area of Ebonyi State.
  4. Determine the extent of teachers’ involvement in the implementation of continuous assessment in Ishielu local Government Area.

 

PROJECT TOPIC- IMPACT OF CONTINUOUS ASSESSMENT ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SOCIAL STUDIES IN ISHIELU LGA OF EBONYI STATE

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