THE EFFECT OF CONTINUOUS ASSESSMENT ON ACADEMIC PERFORMANCE OF STUDENTS IN HOME ECONOMIC IN SECONDARY SCHOOLS
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THE EFFECT
OF CONTINUOUS ASSESSMENT ON ACADEMIC PERFORMANCE OF STUDENTS IN HOME ECONOMIC
IN SECONDARY SCHOOLS
ABSTRACT
Continuous
assessment is an academic issue, which has been emphasized recently by the
Federal Ministry of Education, the need for the introduction of continuous
assessments is reflected in various sections of the New National policy on
Education.
This study
therefore investigated what is really meant by continuous assessment and
weather it has any positive or negative effect on the academic performances of
students in Home Economics in secondary schools at Fegge in Onitsha South local
Government Area of Anambra State.
The study
also went further to find out to what extent the teachers and students’ like to
take part in continuous assessment and also to find out whether continuous
assessment pose any problem to both the teachers and students.
In this
study, the design of the study used was questionnaire design, since it would
directly; more than any other design elicit the opinion of the respondents. The
instrument for data collection was questionnaire; it was structured in such a
way to consist of both open ended and close ended question in the presentation
and analysis of data. The coding and scoring procedure used was tally method to
drive at the scores and the findings were made and discussed, from the
findings, the researcher made some recommendation that will enable the Federal
ministry of Educational and teachers then gave suggestion for further
research.
CHAPTER ONE
INTRODUCTION
Background
of the Study:
Many educationists have defined
continuous assessment in different ways. The handbook on continuous assessment
(FMEST, 1999) defined continuous assessment as a mechanism whereby the final
grading of students in the cognitive, effective and psychomotor domains of
behaviour take into account in a systematic way, all his performance during a
given period of schooling.
Adebib
(1999) saw continuous assessment as a systematic and objective process of
determining the extend of a student’s performance in all the expected changes
in his behaviour. This is assessment of the students.
Ezewu and Okoye (1999) defined
continuous assessment as a systematic and objective process of determining the
extent of student’s performance in all the expected changed in his behaviour
from the day he/she enters upon a course of study.
From the
above definitions one can define continuous assessment as a system of
assessment which is carried out as predetermined intervals for the purpose of
monitoring and improving the overall performance of students and of the
teaching learning environment.
In all secondary schools, continuous
assessment accounts for thirty-percent (30%) of a student’s performance in each
subject, while in higher institutions, like the polytechnic allow forty-percent
(40%) and University allow thirty-percent (30%) for in-course assessment. The
concept of continuous assessment is not new in education. In developed
countries like United States, Canada, Australia and England, continuous
assessment is inbuilt into the teaching learning process, that is why it is one
of the distractive features of the new National Policy on Education. In
Nigeria, there are different views about the concept to the extent that some of
them are misconceptions. According to Okpala, Onocha and Oyedeji (2005)
continuous assessment is not continuous testing of the cognitive ability of
students.
What is
practiced in many schools is continuous testing where teachers administer tests
on student on a fortnightly or monthly basis. This approach does not differ
from the old system of assessment. The mode of interpretation does
not take
into account other factors that may affect the students and the learning
processes. Furthermore, the affective and psychomotor domains are usually
neglected. The current continuous assessment technique is meant to replace the
former one-short and end-of-term or year examination that was being alleged to
be responsible for law performance of students in our schools. Yet despite all
these, this study will like to find out the effect of continuous assessment on
academic performance of students in Home Economics in Secondary Schools at
Fegge in Onitsha South Local Government Area of Anambra State.
Statement of
the Problem:
There are various problems encountered
by the teachers and student of Home Economics during the time of continuous
assessment in Secondary School at Fegge in Onitsha South Local Government Area
of Anambra State. These include insufficient supply of home economics equipment
by the schools or the government. Lack of Home Economics Lab, teachers lacking
enough training. Others include lack of finance, poor curriculum and crowded
time table, these are some of the problems encountered by the teachers and
students of Home Economics at the time of continuous assessment
in Secondary Schools at Fegge Onitsha South
Local Government Area of Anambra State.
Purpose of
the Study:
(1) The purpose of the study is to acquire
information about the extent of the effect of continuous assessment on the
academic performance of the students in home Economic.
(2) To find out to what extents do teachers
and student like to take part in continuous assessment.
(3) This study will also go further to find
out the problem continuous assessment pose on both the teacher
and students
Significance
of the Study:
The main
reasons for the adoption of continuous assessment are as follows:
(a) To give a teacher grater involvement
in the overall assessment
(b) To provide a more valid assessment of
the child’s overall ability and performance
(c) To enable the teachers to be more
flexible and innovative in their instruction.
(d) To provide a basis for more effective
guidance of the students
(e) To provide a basis for the teacher to
improve his or her instructional methods
(f) To reduce examination malpractices.
Scope of the
study:
The study is delaminated to cover all
secondary schools at Fegge in Onitsha South Local Government Area of Anambra
State but the researchers finally used four(4) secondary schools for the study
due to financial problems and limited time for the project work. The schools
used are Urban boys Secondary School at Palmer Street/ Uzodinmma Street Fegge.
Metu
Secondary School at Emodi Street Fegge.
Promise
International School at Akowa Street Fegge.
Research
Question:
To develop
the instrument of study and carryout this study appropriately.
The
following research question will be answered:
1. To what extent is the effect of
continuous assessment on the academic performance of the students?
2. To what extent do teachers and
students like to take part in continuous assessment?
3. What problem does continuous
assessment pose on the teachers and students?
Definition
of terms:
Cognitive:
In the study cognitive means the ability to develop ones brain and to use his
brain to invent, innovate self reliance and respect for human dignity of
labour. The more tasks you give to brain the sharper the brain cause or get.
Psychomotor:
In this study psychomotor is the ability to produce something with hands.
Mechanism:
In this study mechanism means a structure of interacting parts working
together.
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