This study investigated the influence of continuous assessment on academic achievement of students as expressed by secondary school teachers in Ilorin metropolis. The descriptive survey design was employed for the study and random sampling technique was used to select 120 teachers in ten different secondary schools in Ilorin metropolis. The instrument used was a self-designed questionnaire with test re-test reliability coefficient of 0.89. Data collected were analyzed using percentage, t-test and Analysis of Variance (ANOVA) statistics.
The findings of the study revealed that continuous assessment helps students to remember what has been learned, to concentrate effort on difficult areas of subject and helps identify their areas of strengths and weaknesses. It was also found that there was no significant difference in the teacher’s view of influence continuous assessment to students’ academic achievement based on gender and educational qualification.
Table of Contents
1. Introduction
2. Methodology
3. Discussion
4. Recommendations
5. REFERENCES
Research Objectives and Topics
This study investigates the perceived influence of continuous assessment practices on students' academic achievement as expressed by secondary school teachers in the Ilorin metropolis. It seeks to determine whether demographic factors such as gender or educational qualifications influence teachers' perspectives on the effectiveness of these assessment strategies.
- Implementation and impact of continuous assessment in secondary education
- Teachers' perceptions of students' cognitive and academic development
- Correlation between continuous assessment and final academic performance
- Evaluation of demographic variables in educational research
Excerpt from the Book
Introduction
Assessment of students’ level of academic achievement is vital to teaching and learning process as it provides the necessary feedback about the outcome of educational goals and objectives. The assessment of learning outcomes provides objective evidences necessary in the decision making process in education. As pointed out by Bassavanthappa (2009), good measurement resulting in accurate data is the foundation of sound decision making about educational endeavour. In education, assessment aims at determining the level of students’ mastery of a body of knowledge and skills in a subject (Airasian, 2006).
Continuous assessment is a classroom strategy implemented by teachers to ascertain the knowledge, skills and understanding attained by students at a particular point in time. Teachers administer assessments in a variety of ways in order to observe multiple tasks and information about what students know, understand and can do. The assessments are curriculum based tasks previously taught in classroom. Continuous assessment is a method of evaluation carried out periodically or at a predetermined interval of the school year. It is aimed at finding out how much students have acquired in a subject matter. It is a consistence monitoring of students’ progress in school. It involves collecting data with a view to making value judgment about the quality of a person, object, group or event (Ajuonuma, 2007).
Summary of Chapters
Introduction: Provides the theoretical context for continuous assessment, emphasizing its role in monitoring student progress and its necessity in modern educational evaluation.
Methodology: Details the descriptive survey research design, participant selection of 120 teachers, and the validation of the "Influence of CA Academic Achievement Questionnaire (ICAAPQ)".
Discussion: Interprets the study findings, confirming that teachers view continuous assessment as a positive tool for enhancing student learning, regardless of demographic differences.
Recommendations: Suggests practical applications for teachers and counsellors to use continuous assessment results as a basis for targeted instructional interventions.
REFERENCES: Lists the academic literature and empirical studies cited throughout the research paper.
Keywords
Influence, Continuous Assessment, Students, Academic, Achievement, Secondary, School, Teachers, Education, Evaluation, Learning Outcomes, Ilorin, Pedagogy, Classroom Strategy, Data Analysis
Frequently Asked Questions
What is the core focus of this research study?
The study examines how secondary school teachers in the Ilorin metropolis perceive the influence of continuous assessment on the academic achievement of their students.
What are the primary thematic areas covered?
The work explores classroom assessment strategies, the role of feedback in student learning, teachers' perspectives, and the impact of demographic variables on educational beliefs.
What is the main research objective?
The primary goal is to determine the influence of continuous assessment on students' academic performance as perceived by teachers and to analyze if this perception varies by gender or qualification.
Which scientific methodology was applied?
The research employed a descriptive survey design, utilizing a self-designed questionnaire for data collection, which was then analyzed using percentage, t-test, and ANOVA statistics.
What topics are discussed in the main body?
The main body discusses the theoretical background of continuous assessment, reviews previous literature, presents empirical data from the survey, and provides a discussion on the findings in relation to existing theories.
Which keywords characterize this work?
Key terms include Continuous Assessment, Academic Achievement, Teacher Perception, Secondary Education, and Educational Evaluation.
Did the study find significant differences based on teacher gender?
No, the statistical analysis (t-test) showed no significant difference in the perception of continuous assessment relevance between male and female teachers.
Does educational qualification impact teachers' views on continuous assessment?
According to the findings, there is no significant difference in teachers' perceptions based on their educational attainment, as supported by the ANOVA results.
What practical recommendation does the author make for school counsellors?
The author recommends that counsellors should collaborate with teachers to use assessment data to identify student strengths and weaknesses for targeted intervention.
- Citar trabajo
- Hammed Popoola Aminu (Autor), 2020, Influence of Continuous Assessment on Students’ Academic Achievement, Múnich, GRIN Verlag, https://www.grin.com/document/906266
