ATTENTION:
BEFORE YOU READ THE CHAPTER ONE OF THE
PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE
TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO
PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN
CALL: 08068231953, 08168759420
EFFECTS OF
CONTINUOUS ASSESSMENT ON ACADEMIC ACHIEVEMENT OF NCE CHEMISTRY STUDENTS
ABSTRACT
The study
was undertaken to investigate the effects of Continuous Assessment on academic
achievement of NCE chemistry students in Kaduna state. The population of the
study comprises of all chemistry students in colleges of education in Kaduna
state. The sample consisted of 90 chemistry students drawn from the colleges of
Education in Kaduna state. A pre-test post-test experimental control group
design was used. The experimental group was further divided into two groups, E1
and E2, while only one group serves as control group. The experimental group EI
was subjected to two sets of Continuous Assessment while E2, the second
experimental group was subjected to four sets of Continuous Assessment and
finally the control group C was left without any Continuous Assessment.
Pre-test and
post-test were administered to the three groups. Five hypotheses were stated.
Two instruments, teacher made test (T.M.T) was used for the Continuous
Assessment and Organic Chemistry Test (OCT) was used as both pretest and post
test. The data obtained were analyzed using F-test, ANOVA, t-test, and Pearson
product moment correlation coefficient (r) statistics at 0.05 level of
significance. The findings of the study revealed that:-
- Continuous Assessment has significant effect
on academic achievement of NCE students.
- There is no significant difference in the
achievement of male and female students when exposed to fewer C.A's.
- There is significant difference in the achievement
of male and female students when exposed to many C.A's.
- There is no significant correlation between
C.A scores and final examination scores of NCE chemistry students.
In the light
of the findings from this study, it was recommended that chemistry teachers
should strive to see that at least four C.A's are given to students per
semester in order to improve their academic achievement and that teachers
should also be properly trained on the methods and techniques of Continuous
Assessment construction and administration for the system to be effective.
CHAPTER ONE
1.1 Introduction
Examinations
and assessment are an integral component of our educational structure. They are
conducted both formally and informally, at practically all levels of education
and serve a variety of different functions. In the narrow sense, examinations
and assessments may be thought of as having predominantly educational purposes.
They may be used in order to:-
Ø Assess students' attainment at the end of a
course or study programme.
Ø Evaluate diagnostically students' academic
achievement, progress
and/or
learning difficulties.
Ø Evaluate students' aptitude, possibly for the
purpose of assigning them to different courses or teaching set.
Ø Evaluate the effectiveness of an educational
programme or
curriculum.
(Richard,
1999)
Most of the
examinations and assessments regularly conducted by teachers and schools on an
'internal' basis tend to fulfill one or more of these educational functions.
Other examinations for example, those conducted 'externally' by the recognized
examining boards and certain professional associations, likewise have a primary
educational purpose: to assess the attainment of a student at the end of a
course of study. The primary assignment of any school is to ensure effective
teaching and learning of which assessment and examination a form of evaluation,
plays a significant role especially in decision making about school programme
(Ijaya,
2002). Assessment in education in general is essential and is an on going
process. It is the basis for all educational activities. Assessment information
is a vital tool in the hands of the professional teacher. It directs guides and
protects both the teacher and the learner at every stage of academics
(Okwudire, 2005).
Continuous
Assessment process is an important component of the National Policy on
Education (FME, 2004). This system of assessment and evaluation is an
innovation in the Nigerian educational system which has its genesis from the
first national curriculum conference held in Ibadan in 1969. The outcome of
that historic conference were published, a high powered committee consisting of
educationist, university academics, civil servants, industrialist and
intellectuals from various works of life was set up to study the report in
depth and present recommendations based on its formulation into a new National
Policy on Education (FME, 1977).
In 1977, an
implementation task force was set up to prepare a blue print for the
implementation of the new policy. Input into the Federal Task came from various
state task forces set up for the purpose. The Federal Government White Paper on
the implementation task force came out in 1979 and constitutes the basis of
what is now the new National Policy on Education (FME, 1998). One of the
distinct features of the new National Policy on Education is its emphasis on
Continuous Assessment.
According to
an extract from the National Policy on Education (FME, 1998) "Educational
assessment and evaluation will be liberalized by basing them in whole or in
parts on Continuous Assessment of the progress of the individual." The
clearest statement as to how the desired 'liberalization' was to be achieved
was stated in the National Policy on Education. And the type of education that
will bring about self realization, better human relationship, national
consciousness and technological progress in Nigeria (FME, 1998).
The new
National Policy on Education in Nigeria has directed that Continuous Assessment
should be used at all educational levels for the evaluation of student
achievement. This means that every teacher from primary school to university should
understand and practice it. Before the implementation of Continuous Assessment,
the summative system of assessment was used where students will be assessed at
the end of the term without including any other form of assessment, and this
form of assessment is used to evaluate students achievement for placement and
promotions to upper class. Mock examination was conducted prior to WAEC
examinations. This result was often used to determine those students that
qualify to write the final examination (WAEC) and also to secure provisional
admission into higher institution before the release of WAEC result
(Ango,1997). Carew(1985), stated that irrespective of how well a student's
performance is during his/her years of schooling, if his/her performance in the
summative type of examination is not good, he/she is considered incapable of
advancing further in education.
Dodo (1985)
maintained that "there are even few cases of suicide from failure in final
examination". In view of the above reasons, schools and colleges adopted
the Continuous Assessment system. The Federal Government of Nigeria stressed
the need and importance of Continuous Assessment in relation to examination. It
was stated in the National Policy on Education (FME, 1998) that there is the
need for Continuous Assessment for the integration of all types of evaluations.
Continuous Assessment therefore, represents a continuing awareness of the
development of the pupil over a period of time and the general building of
cumulative judgment. Continuous Assessment also referred to as "process
evaluation" does not only measure advancement but also indicates the
progress towards it. In science, especially chemistry, assessments should seek
to measure the particular qualities that a curriculum or course seeks to foster
in students. In the context of science (chemistry), such qualities may be
divided into three broad categories outlined below according to Richard
(1999):-
1. Intellectual abilities and skills
that include the student's ability to recall, apply,
evaluate
scientific information and to plan and device experimental
investigations
for the solution of scientific problems frequently. Abilities of this nature
are referred to as cognitive abilities.
2. Manipulative skills and abilities
that include skills in the handling and manipulation of materials and apparatus
in the context of scientific investigations, as well as ability to follow
instructions and to make accurate observations. Generally these and related
skills are referred to as psychomotor
skills.
3. Qualities that concerns students
attitude and interest in science and the study of science and science related
beliefs and values, as well as ethical judgments and interpersonal
relationships. Qualities of this nature are generally referred to as affective
characteristics: The influence of gender on the learning ability, interest and
achievement of students cannot be overemphasized. Results of several researches
conducted over the years revealed that there is significant difference in
students’ choice of subject as well as their performance in science and
non-science subjects. Olarewaju (2004) reported a significant difference
between boys and girls achievement in the knowledge of biology concepts. Boys
in this report were found to achieve better than girls. Dahiru (2004) also
conducted a research to determine if gender is a factor in the selection of
science subjects in Katsina Local Government Area. His result revealed that gender
is not a factor in the selection of science subject in Katsina local
government.
Adeqive
(2000) attributes difference in learning ability of boys and girls to
socialization process as girls are denied out of school and pre-school
experience in problem solving especially those involving visual activity
behaviour that inhibits the development of mathematics and science capability
in girls. This research therefore, intends to provide equal opportunities for
both boys and girls in the teaching and conduct of Continuous Assessment.
Academic
achievement in science (Chemistry) is viewed in different ways by different
authors; depending on the context in which it is viewed. Generally,
achievements means accomplishment or exhibition of proficiency in a given skill
or body of knowledge. Amuset (1994) viewed academic achievement as the
knowledge obtained or skill developed in the school subject usually designated
by test score or by means assigned by the teacher.
However,
Okebukola and Jegede (1986) subdivided achievement into three categories. These
are:
a. High achievers (top 75%)
b. Medium achievers (middle 55%)
c. Low achievers (bottom 25%)
Academic
achievement, according to Musa (2000), refers to the quality of results produced
by students as reflected in the quality of their examination scores. If more
C.A is given, it means more motivation on the part of the students and it is
hoped that the achievement will increase. Continuous Assessment is often used
to motivate students to learn. According to Beard and Seniour (1980),
motivation is understood by the teacher as "the urge to work independently
either applying one self to his work, interest in ones task or course he has
chosen, the desire for a good qualification and good employment, determination
to pass examination or a defined goal which one has set for himself and
sustenance of enthusiasm".
This study
therefore, intends to find out if students given more number of Continuous
Assessment per semester will perform better in the final examination than those
who are not given. The study also investigates whether there is any difference
in the achievements of male and female students exposed to Continuous
Assessment. And finally, the study intends to finds out if there is any relationship
between Continuous Assessment scores and final examination scores of NCE
chemistry
students.
1.2
Statement of the Problem
Science
educators have advocated the need for Continuous Assessment as an integral part
of science evaluation programme (Hambury, 1995). However, there is no empirical
data to support the effectiveness of the Continuous Assessment system in
promoting learning and to show whether or not the performance of students will
increase on exposure to more C.A. As C.A has potency to motivate learners to
learn. Vroom (1984) defined achievement as a product of motivation and ability.
According to him behaviour is not only just influenced by ability but also by
how much the individual wants to do certain events and by how much they expect
they will do it. So when students are being examined they are motivated to work
hard. Therefore, the problem of this study is to find out if exposure of
students to many Continuous Assessments has significant effect on the final
examination. More assessment means more motivation and thus better achievement,
but sometimes human behaviour may change. Many assessments may mean more stress
on the part of the student.
In some
studies it is shown that there are gender-related differences in learning
(Jegede, 1989 Mari, 1991 and Ajagun, 1998). This research uses the two gender
and gave them same teaching and assessment techniques, so adequate step is
taken to remove any gender difference in the administration of the treatments.
This research work also tries to find out if gender has any effects in the
administration of Continuous Assessment to students.
What is not
known conclusively is the consistency of Continuous Assessment scores to
examination scores. Odili(1995), in his study, asserts that some Continuous
Assessment scores are not consistent with examination scores since they show
little or no significant correlations. Ihiegbulem(1994), however, found out
that a substantially high and significant degree of positive relationship
exists between Continuous Assessment and examination scores. One of the
purposes of this study therefore, is to determine whether there exists a
relationship between Continuous Assessment and examination scores. There is the
problem of correlating Continuous Assessment with actual examination scores for
instance; it is not uncommon to find a student having very high score in continuous
assessment and extremely low score in the final examination (Hassan, 1987). It
is hoped that the results from this study will clarify all the stated problems.
1.3 Research
Questions
In view of
the above, the following research questions were formulated to guide the
conduct of the study.
(1) What is the effect of frequent administration
of Continuous Assessment on academic achievement of N.C.E chemistry students?
(2) To what extent do male and female students
exposed to two sets of Continuous Assessment differ in performance in the first
experimental group?
(3) To what extent do male and female students
exposed to four sets of Continuous Assessment differ in performance in the
second experimental group.
(4) Is there any relationship between Continuous
Assessment and final examination scores of NCE chemistry students exposed to
two sets of Continuous Assessment in the first experimental group?
(5) Is there any relationship between Continuous
Assessment and final examination scores of NCE chemistry students exposed to
four sets of
Continuous
Assessment in the second experimental group?
1.4 Null Hypothesis
The null
hypotheses formulated for the study are:
HO: 1 There
is no significant difference in the mean academic achievement scores of
students exposed to Continuous Assessment and those assessed using final
examination only in chemistry.
HO: 2 There
is no significant difference between the mean academic achievement scores of
male and female students exposed to two sets of Continuous Assessments in
chemistry (that is the first experimental group E1).
HO: 3 There
is no significant difference between the mean academic achievement scores of
male and female students exposed to four sets of Continuous Assessments in
chemistry (that is the second experimental group E2).
HO:4 There
is no significant relationship between the mean Continuous Assessment scores of
N. C.E. students exposed to two sets of Continuous Assessment in chemistry
(that is the first experimental group E1).
HO: 5 There
is no significant relationship between the mean Continuous Assessment scores
and final examination scores of N.C.E. students exposed to four sets of
Continuous
Assessment in chemistry (that is the second experimental group 2).
1.5 Objectives of the Study
In view of
the above, the study is geared towards achieving the following objectives:
1. To determine the effect Continuous
Assessment has on final examination scores of N. C. E. Chemistry students.
2. To find out if male and female
students exposed to Continuous Assessment differ significantly in academic
achievement.
3. To investigate if there is any
relationship between Continuous Assessment scores and final examination scores
of N. C. E. Chemistry students.
1.6 Significance of the Study
The main aim
of an academic research is to add to the existing knowledge due to the fact
that problems are identified and solutions are provided, hence improvement is
always expected. The result of this research therefore, is expected to provide
an insight on the sustainability, applicability and effectiveness of Continuous
Assessment in colleges of education N.C.E programmes. Continuous Assessment is
administered at every level of education from primary schools to university;
however there is no empirical data to support its effectiveness in enhancing
performance. This research is of significance to the teachers, as it will
provide empirical data that would show the number of Continuous Assessment that
could be administered in a semester to give optimum performance by students. It
will also provide teachers with skills and techniques in organization and
administration of Continuous Assessment. There are sampled C.A questions which
would serve as a guide for further questions.
Teachers
always seek for a Continuous Assessment score that correlate very high with
final examination so that the performance of the students in the final
examination can be predicted. This will enable them to identify C.A mean score
that would provide a more reliable feed back that could be used to predict
students’ grades in the final examination. The teacher would also be better
positioned to provide parents with a very reliable feedback of the students’
performance in school. The C.A that correlates more is the most reliable and
will predict the final performance of the students and when passed to parents
it gives more reliable feedback. To curriculum planners this research will help
to determine the number of C.A to be inserted when designing the curriculum.
Undoubtedly,
the study findings will help lecturers, policy makers and educationist to
decide on the effectiveness of the Continuous Assessment process furthermore,
it is hoped that the result of this study will make an enormous
Contribution
to the existing literature in the area of Continuous Assessment.
1.7 Scope of the Study
The study is
delimited to Colleges of Education in Kaduna state namely F.C.E, Zaria and
F.C.E Kafanchan. The two colleges were chosen
Due to the
fact that they are the only two Colleges of Education in Kaduna state, and they
are all affiliated to Ahmadu Bello University, Zaria as the moderating
institution. Thus, the standardization and quality of their programmes are
under control.
The findings
of this study are generalizable only in these colleges.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment