INFLUENCE OF CONTINUOUS ASSESSMENT TECHNIQUES ON ACADEMIC PERFORMANCE OF SOCIAL STUDIES STUDENTS
ABSTRACT
The main aim of this study was to investigate into continuous assessment technique and students’ academic performance, and the influence these techniques exert on the academic performance of students in social studies. It was carried out in selected secondary schools in Oruk Anam Local Government Area of Akwa Ibom State. The design adopted for the study was Quasi-experimental design. The population of the study comprised of all the JSS2 social studies in all public junior secondary schools in the study area. Three hundred (300) JSS2 social studies students were randomly selected and used for the study as sample size.
Meanwhile, the main instrument use for data collection was twenty (20) multiple questions called Social Studies Achievement Test (SOSAT). Two research questions and two null hypotheses were formulated to guide the study. The null hypotheses formulated were analyzed using statistical and independent t-test technique. The finding showed that the use of suitable continuous assessment technique in assessing the student has a greater influence in academic performance of students in the subjects. Specifically, the analysis revealed that Social Studies Students assessed through the use of test and assignment technique as a medium of continuous assessment perform academically than their counterparts assessed without the use of test and assignment techniques.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The Assessment of student’s progress and achievement is a vital component in any educational system. By the way of definition continuous Assessment Techniques is a systematic mean approaches and method whereby a teacher adopts in evaluating as well as assessing the learners during the school section before the normal commencement of terminal examination.
According to Eliametalor (2013) the state continuous Assessment is a mechanism for progressive evaluation of changes both for the behavior of individual darners and for determining the students level of academic achievement in a particular course of study.
However, Obioma (2013), asserted that the teachers are expected to examine the students from tine time and know how far they learn the subject matter presented to them (rather than wait till the end of the academic year before examine them). More so, one of the most important and significant development in Nigeria educational system of recent was the introduction of different techniques during continuous Assessment of students at all levels of schooling.
Meanwhile Idowa and Esere (2013), pointed out that while utilizing them every teacher from primary to secondary school level of education should understand and put their significant effect of those techniques on academic pursuit of the learners into proper consideration. They further added that the function of a school is the certification of individual learners under it embrace.
According to aguneye (2013) view, he suggested that for effective implementation and proper utilization of this role, Assessment of one kind or the other must be a prerequisite, since continuous Assessment is means whereby teacher obtains information about knowledge gain, behaviours changes and other aspect of the development of the learners.
In substantial studies, Yoloye (2013), stated that continuous Assessment is a simple guide for the teachers to achieve the stated objectives. Meanwhile, it involves the deliberate effort of school learning on the behaviour of the students. On the other hand, Faleye (2014) vindicated that Assessment covers all aspect of school experience both within and outside the classroom. In addition it covers the cognitive as well as effective and psychomotor aspects of learning.
In Nigeria, education planers and administrators are now more conscious than ever before of their role in the nationwide scheme of curriculum innovation. According to Umoren and Inyang Abia (2013) they viewed out that the scheme not only have new course been introduced and new content injected into existing subjects, a fundamental change in the system of Assessment of students performance also emerged through the formalization of new techniques in continuous Assessment which serves as major component of evaluation process on the national policy.
Furthermore, the policy dictates on education (N.P.E) change the old British system of education which was practiced in Nigerian schools to the 6-3-3-4 system, which was American in nature, meanwhile, the new policy which was introduced in early 1990 stood for six years of primary education, three year of junior secondary schools three years of senior secondary schools and four years of higher education. In addition, irrespective of the level of schooling continuous Assessment was made mandatory as a key component of school Assessment before normal examination commence.
However, at the secondary school level 30% of student’s score out of 100% shall be from continuous Assessment which at the higher institution, continuous Assessment shall constitute 40% of the total mark obtainable (100) in every subject.
Influence of Continuous Assessment Techniques on Academic Performance of Social Studies Students
1.2 Statement of the Problem
According to several observations, continuous Assessment plays a crucial role in the teaching and learning of social studies in which it need cannot be overemphasized. Meanwhile through proper administration and implementation of a suitable and appropriate technique when assessing the learner, it will enhance learning and enable the teachers as well as educational administrators to achieve their aims and objective through a desirable out come from the learners
Furthermore it has been observed again in Nigeria educational system especially in Akwa Ibom State and Oruk Anam Local Government Area in particular, despite the numerous recommendations, advanced by contemporary educationist the practice system and pattern of continuous Assessment on the part of the teachers in secondary schools in the area is still nothing to write home about. However, the primary aims of any teaching and learning process is the modification and impacting of good morals, characters, concept, and knowledge into the behaviour of the learners.
In addition, despite the fact that continuous Assessment curriculum has been introduced and practicalized by other teachers to enable them to evaluate the students level of understanding with scores before normal commencement of terminal examination. On the other hand, it has been indicted that the level of academic performance of social studies students in secondary schools have been drastically decreased instead of increasing and it has call for serious concerned to tackle the challenge that surrounded the situation.
Base on same substantial findings, many researchers on like Adetula and Gideon (2013) attributed this incessant doing fall in academic performance of social studies students to the poor continuous Assessment technique adopted by the teachers during Assessment period it is against this ground, this study is therefore undertaken critically investigate the influence of continuous Assessment technique on academic performance of social studies students among secondary schools in Oruk Anam Local Government Area of Akwa Ibom State.
1.3 Purpose of the Study
In general term the main aims of this study is to investigate into the influence of continuous Assessment techniques on academic performance of social studies students among secondary schools in Oruk Anam Local Government Area. Specifically the study intends to:
- To examine the difference in academic performance of social studies students assessed during continuous assessment period through the use of test technique and those assessed without the use of test technique.
- To assess the difference in academic performance of social studies students assessed during continuous assessment period through the use of assignment technique and those assessed without the use of assignment technique.
1.4 Research Questions
- To what extent does academic performance of social studies students assessed during continuous assessment period through the use of test technique differs from those assessed without the use of test technique.
- How does the academic performance of social studies students assessed during continues assignment technique differs from those assessed without the use of assignment technique.
1.5 Research Hypotheses
- There is no significant difference in a academic performance between social studies students assessed during continuous assessment period through the use of test technique and those assessed normally without the use of test technique.
- There is no significant difference in academic performance between social studies students assessed during continuous assessment period through the use of assignment technique and those without the use of assignment technique.
The effect of continuous assessment technique on academic performance of students in social studies
1.6 Significance of the Study
Finding obtained from this study will be significant in the following ways.
- The study will serves as reference manual to future researchers on related topic.
- It will also enlighten the teachers on the needs for adequate selection of suitable continuous Assessment technique that will stimulate and enhance teaching and learning of social studies.
- It will also help the education administrators especially when making decision on issues relating to continuous Assessment.
- It will further enlighten the educational authorities on the necessity equipping social studies teachers with the information needed by the techniques on the assessment period.
- This study will further enlighten the education administrators and shed light on what is currently going on in schools as the effectiveness of continuous Assessment conceded.
1.7 Delimitation of the study
The focus and coverage of this research work was restricted it investigation into influence of continuous Assessment techniques and the effects those technique exerts on the academic performance of only those who are in the junior secondary schools. Hence the research activities were delimited to only Oruk Anam Local Government Area of Akwa ibom state, therefore the finding from this study cannot be generalized.
1.8 Limitation of the Study
In the course of conducting the study certain factors posed significant obstacles to the success of this project, prominent among these factor were:-
- Financial constraint: this relied only on the financial contributions of my parents which was hardly sufficient to cater for a research project of this magnitude on term of financial requires to process the material used for the exercised.
- Limited time frame: in this case, inadequate time frame affects the success of the study in such a way that, one semester allocated by the college authority to complete and submit findings of this research was insufficient to cover a wider area on the topic.
Impact of Continuous Assessment Techniques on Academic Performance of Social Studies Students
1.9 Operational Definition of Terms
The followings term were conceptually defined:
Continuous Assessment: this simply refers to the act of assessing, evaluating the students continuously from time to time either two or three times and record the scores before the normal commencement of terminal examination.
Technique: this is an approach in which a teacher adopt in assessing the learners.
Continuous Assessment Technique: conceptually, this simply refers to those methods, approached systematic means or strategies in which a teacher used in assessing and evaluating the learners during their continuous Assessment.
Academic performance: this refers to the outcome of the student’s effort in social studies.
Students: this refers to the groups of people who are studying or being taught.
Social Studies: this refers to the study of man and his environment.
Test: this is a device or techniques for measuring of student’s ability, achievement, interest and attitude in social studies.
Sociometrics: this is also a technique for assessing some aspect of non-cognitive of a student toward learning.
Lawson Peter – Chief Editor in Projectvilla Nigeria. A writer and academic researcher.