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THE EFFECT
OF PERIODIC TEST ON STUDENT ACHIEVEMENT IN BUSINESS STUDIES
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The Consistent of business failure
of most secondary school leaves in May/June examinations conducted by Junior
WAEC prompted the Federal Government to set up the panel to investigate the
failure of students in the 2007 Junior Secondary Certificate examination (JSCE)
of all the candidates who sat for the 2007 May/June JSCE, 84% failed
(information on Nigeria Education, 2007). The impact of this on the candidates’
failure and the nation’s manpower development should be a cause for concern for
the country’s leaders, stake holders in the education industry and the nation
as a whole.
However, different researchers have
identified different factors adduced as being responsible for the consistent
poor performance of students in Business Study. These include among others lack
of proper digestion and utilization of research findings by Business Study
teachers, Sex Stereotyping, transfer of poor attitudes of order students to the
younger ones and poor self-concept towards Business study.
The instructional/classroom
characteristics, societal factors and school factors (Nwoji, 1999), teacher’s
characteristics (Onocha and Okpala, 1985), anxiety, motivation, reasoning
ability, problem solving skills and instructional strategy (Udousoro, 2000).
From the foregoing, certain key factors emerge which seen to contribute more to
the problem of poor achievement in Business study.
1.2 STATEMENT OF THE PROBLEM
The essence of using test and other
evaluation instruments during the instructional process is to guide, direct and
monitor student’s learning And progress towards attainment of course objectives
(Alonge 2004, Kolawole 2010). The Utilization of periodic testing in the
teaching, learning process involve breaking up the subject matter content or
course into smaller hierarchical units for instruction, specifying objectives
for each units, designing and administration of validated periodic test,
offering a group remediation in area where students are deficient before moving
to another units and then administration of summative test on completion of all
units.
The breaking up of subject or
course into small units make for adequate preparation for the test by the
students. Moreover, such frequents testing enables the students to get more
involved and committed to the teaching and learning process thereby enhancing
performance.
The periodic evaluation is useful
to both the students (as a way of diagnosing students’ learning difficulties
and the presentation of alternative remedial measure) and to the teacher (as
means of locating the specific difficulties’ that the student are experiencing
writhing subject matter content and forecasts summative evaluation result).
According to Gronland and Linn
(1990), periodic evaluation serves three specific uses namely;
i. To plan corrective action for over
coming learning deficiencies
ii. To aid in motivating learners.
iii. To increase retention and transfer
of learning.
According to
them, students response to a periodic test could be analyses to reveal group
and individual errors needing correction. Hence, periodic testing is a strategy
designed to identify learners; learning difficulties with a view to providing
remediation measure to enhance the performance of majority of students.
The
operations of the school are legally defined and structured around inflexible
units of time as a result of the examination system that operated. This
corroborated the position and opened that the busy routine of teacher in the
discharge of their deities does not permit the luxury of the ideal ones to one
observation of the students.
1.3 PURPOSE OF THE STUDY
The purpose of the study is to find out
the interactive effect of periodic test and cognitive styles on students
learning outcomes in Junior Secondary School. Basic science found that
analytical students exposed to periodic test with remediation perform and
significant higher in composite concept attainment at classification and formal
level than global students. However, in a study carried out o continuous
assessment as predictions of students grades Junior WAEC Basic Science.
Oluwatayo (2007) reported that periodic test (continuous assessment scores) are
weak predictors of excellent grades in Junior WAEC. On these, the researcher
will draw a destination between the positive and negative impacts and further
give suggestions that will help learners to gaudily explore the benefit of
periodic test which avoiding misuse or reject of periodic test.
1.4 SIGNIFICANCE OF THE STUDY
At the conclusion of this study,
the researchers hope that it will have far-reaching importance for the learners
and other members of the society at large. Some of the periodic help the
student toward their academy.
The result of investigation into
the extent to which cognitive entry characteristics and periodic evaluation
measured students academic performance among Senior Secondary undergraduates
show that periodic evaluation has the highest predictive strength to academic
achievement out of all variables that is, certificate worth.
1.5 SCOPE OF THE STUDY
Due to inadequate financial
materials and limited time factor, the study will be limited to Abeokuta area
of Ogun State.
The study will cover only selected
sample from Salawu Abiola Comprehensive High School, Osiele, Abeokuta. The only
opinions and response from the selected sample will be considered this study.
1.6 CONCLUTION OF THE TERMS
Common to all these studies is the
fact that periodic test allows for a diagnoses of the learners? Learning
difficulties. However, there are variation in the efficiency of the strategies
are less applicable because of some obstacle inherent in mastery learning.
The present study therefore is an
attempt to investigate the effect of periodic test and gender on students
achievement in Junior Secondary School Business Study.
1.7 RESEARCH QUESTION
The following research questions
are formulated to guide this study.
i. What are the effects of periodic
test on students’ achievement?
ii. Why do the teacher prefer periodic
test most?
iii. What are the benefits of periodic
test on students?
iv. What are the problems associated
with periodic test?
v. What are the issues to consider
when engaging in periodic test?
vi. What are the impacts of periodic
test on students?
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