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.
TABLE OF CONTENT
Title page…………………………………………………………………………..….i
Declaration…………………………………………………………………………..…ii
Certification…………………………………………………………………………….iii
Dedication…………………………………………………………………………..….iv
Acknowledgement………………………………………………………………………v
Abstract…………………………………………………………………………..…….vii
List of Tables……………………………………………………………………………xi
List of Appendices……………………………………………………………………..xii
Abbreviations….………………………………………………………………………xiii
Chapter One: The Problem
1.1 Introduction…………………………………………………………………….1
1.2 Statement
of Problem…………………………………………………………6
1.3 Research
Questions…………………………………………………………..7
1.4 Hypotheses…………………………………………………………………….8
1.5 Objective
of the Study………………………………………………………...8
1.6 Significance of
the Study…………………………………………………….9
1.7 Scope of
the Study…………………………………………………………...10
Chapter Two: Review of Related Literature
2.1 Introduction…………………………………………………………………….11
2.2 The Concept
of Assessment in Education……………………………….…11
2.3 Philosophy,
Principles and Practice of Continuous Assessment………..14
2.4 Continuous
Assessment and Academic Achievement……………………16
2.5 Characteristic
Features of Continuous Assessment………………………18
2.6 Methods and
Techniques used in the Administration of Continuous
Assessment…………………………………………………………………....22
2.7 Summative System
of Assessment………...............................................27
2.8 Teacher’s
role in the administration of Continuous Assessment………...29
2.9 Gender related
differences in achievement in science…………………...32
2.10 Continuous
Assessment in other countries…………………………..……32
2.11 Review of
Related Studies
on Continous
Assessment and Academic
Achievement..…………………………………………………………………36
2.12 Implication
of the literature reviewed on the present study……………....38
Chapter Three: Method of Study
3.1 Introduction…………………………………………………………………..40
3.2 Research
design…………………………………………………………….40
3.3 Population of
the study……………………………………………………...43
3.4 Sample
and sampling procedure…………………………………………..44
3.5 Instrumentation………………………………………………………………45
3.6 Pilot
study…………………………………………………………………….46
3.7.0 Item
characteristic of the Instrument………………………………………46
3.7.1 Item
analysis…………………………………………………………………46
3.7.2 Validation
of the Instrument………………………………………………..47
3.7.3 Reliability of
the Instrument………………………………………………..48
3.8 Data
collection and administration of the treatment…………………….48
3.9 Administration
of the Treatment…………………………………………..49
3.10 Data
analysis technique……………………………………………………49
Chapter Four: Data Analysis and Discussion
4.1 Introduction…………………………………………………………………..50
4.2 Presentation
of the results………………………………………………….50
4.3 Summary of
Analysis (Findings or Results)………………………………54
4.4 Discussion
of the results……………………………………………………55
Chapter Five: Summary, Conclusions and Recommendations
5.1 Introduction…………………………………………………………………..58
5.2 Summary……………………………………………………………………..58
5.3 Conclusions………………………………………………………………….59
5.4 Recommendations……………………………………………………….….60
5.5 Limitations……………………………………………………………………61
5.6 Suggestions for
further study………………………………………………61
References…………………………………………………………………………...62
Appendices…………………………………………………………………………..70
LIST OF TABLES
Table
3.1
Population of the Study
3.2 Sample
of the Study
3.3 Organic
Chemistry Test (OCT) Showing Area of Specification
4.1
Comparison of scores in experimental group E1, E2
and control group C
4.2
Comparison of scores male and female scores in the first
experimental
Group E1
4.3 Comparison of scores of male and female in
the second experimental group E2
4.4 Comparison of C.A scores and examination
scores in the first experimental group E1
4.5 Comparison of
C.A scores and
examination scores in
the second experimental group E2
LIST OF APPENDICES
Appendix A -
validating research instrument
by specialists in
mathematics education.
Appendix B - validating a research instrument by
specialists in science education and
chemistry.
Appendix C - validating a research instrument by specialists in English language education.
Appendix D - (OCT) organic chemistry test item for
pretest and post - test.
Appendix E - marking scheme for (OCT)
Appendix F - (T.M.T) Teacher made test for first C.A.
Appendix G - marking scheme for (TMT) first C.A.
Appendix H - (T.M.T) teacher made test for 2nd
C.A.
Appendix I - marking scheme for (TMT) 2nd C.A.
Appendix J - (T.M.T) Teacher made test for 3rd
C.A.
Appendix K - Marking scheme for (T.M.T) 3rd
C.A.
Appendix L - (T.M.T) teacher made test for the 4th
C.A.
Appendix M - marking scheme for teacher made test 4th
C.A.
Appendix N - Pre-test - Anova to determine the equivalence of
the four groups.
Appendix O - List of items and difficulty index
Appendix P - Post - test scores for E1, E2
and C
Appendix Q - Post -test scores for males and females
in the 1st experiment group E1
Appendix R - Post - test scores for Males and Females
in the 2nd experiment group E2
Appendix S - C.A and Exam scores for the 1st
experimental group E1
Appendix T - C.A and exams scores for the 2nd
experimental group E2.
Appendix U - Pre - test for the four groups
ABBREVIATIONS USED
In the course of this study some
words have been abbreviated and frequently used in the text. The abbreviated
words are outlined as follows:
T.M.T - Teacher
Made Test
OCT - Organic
Chemistry Test
W.A.E.C -
West African Examination Council
C.A - Continuous
Assessment
N.T.I - National
Teachers Institute
G.C.E - General
Certificate of Education
C.S.E - Certificate
of Secondary Education
G.C.S.E -
General Certificate of Secondary
Education
U.S.A - United
States of America
S.S.C.E -
Senior Secondary School
Certificate
J.A.M.B -
Joint Admission and
Matriculation Board
N.C.E - National
Certificate in Education
W.A.S.C - West African School Certificate
CHAPTER ONE THE PROBLEM
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.
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