ABSTRACT
The study intend to determine
whether theory and practice of continuous assessment are effective or
ineffective and the problems hindering primary schools with prospect in the
nearest future. The research will work towards introducing the topic and the
case study, i.e. selected primary schools, as the study advance aims, objective
significance of the study will follow. Added to this literature review, will be
extensively examine by measuring the degree of performance of pupils using CA
through the work of previous authors. In chapter three, the research team will
describe the research methods to be use, the population, the sampling procedure
instrument use, the data gathering and data analytical procedure in order to
collect information relevant to the topic. Data will be presented and analyzed
the information gathered i.e. the findings that could be obtained. The project
will be finally closed by summarizing the text, making possible conclusions,
provide suggestions and recommendations base on the findings.
TABLE
OF CONTETNS
Title page
Approval page
Dedication
Acknowledgement
Abstract
Table of contents
Chapter
One: General Introduction
1.0
Introduction
1.1 Background
of the study
1.1.2 Organogram of primary school
1.2 Statement
of the problem
1.3 Objectives
of the study
1.4 Significance
of the study
1.5 Statement
of hypothesis
1.6 Scope
and limitation
1.7 Operational
definition of terminologies
Chapter
Two: Literature Review
2.0 Introduction
2.1 Concept
of education
2.2 Brief
historical background of continuous assessment
2.3 The
rationale for introduction of continuous assessment
2.4 The
plan implementation of continuous assessment
2.5 The
characteristics of continuous assessment
2.6 The
practice of continuous assessment
2.7 The
problems of continuous assessment
2.8 The
prospects of continuous assessment
2.9 Conclusion
Chapter
Three: Research Methodology
3.0 Introduction
3.1 Research
method
3.2 Description
of sampling population
3.3 Description
of sampling procedure
3.4 Description
of sample size
3.5 Description
of data gathering procedure
3.6 Description
of data analytical procedure
3.7 Description
of instrument use
3.8 Conclusion
Chapter
Four: Data Presentation and Analysis
4.0 Introduction
4.1 Presentation
of data
4.2 Analysis
of data
4.3 Test
of hypothesis
4.4 Conclusion
Chapter
Five: Summary, Conclusion and Recommendations
5.0 Introduction
5.1 Summary
of Findings
5.2 Conclusion
5.3 Recommendations
References
Appendix:
Sample of Questionnaire
CHAPTER
ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
Prior to the introduction of western
education in Nigeria, education was mostly informal closely linked to this oral
and informal approach was a system of assessment which was based on careful
observation. However, with the arrival of western education in Nigeria, two
methods of assessments namely: internal and external assessments.
The former was the type of
examination or test conducted at the end of every schools term and sometime,
every two weeks during the school year. It evaluate the pupils performance
during the conducted, it is generally the result of the end of the sessions
examination that is used for valuable judgment on the pupils performance.
This is also known as the end of the
terms examination, this form of assessment is still carried out today in our
primary schools with modification it include “The continuous assessment
system”.
The later type of examination which
operates in our school system is called the external examinations. It is
conducted by external bodies order than those in the (teachers). It is external
because no input was made by them in the learning process of the pupils
directly in form of the teaching examples abound today that is junior NECO
examination, the abolished common entrance examination and the junior secondary
school examination conducted by the state ministry of education for the JS III Students.
These forms of evaluations had its
limitation which grossly affected the child’s learning and comprehension
process. The system tool recognition of the cognitive domain of learning while
neglecting the other two-affective and psychomotor domain. It also had no feed
back mechanism that reported on the pupil’s area of weaknesses. More so, it
gave scanty information inform of terminal reports sheets to parents which does
not really portray the child’s overall performance and it usually lead to
examination malpractice as strong emphasis are laid on the passing to promote.
In view of the above unhealthy and
incomplete methods of evaluation and its attendant disadvantages. It became
therefore, imperatively necessary to change the practice to one comprehensive,
which will tele-guide pupil’s performances and report back for necessary
adjustment during their school year beginning from the formative year, that is
entrance into primary down to the end of their school years. One that will take
into primary down to end of their school years.
It is with aims that continuous
assessment evolved to really bring remedy to the lapses of the former two
methods of evaluation. What informed the researcher’s opinion on the topic is
to evaluate how well it has fared to realizing the objectives establishing it.
And to know and bring possible
remedies to the problems encountered in it’s implementations by primary school
teachers.
It is important, therefore to note
that for continuous assessment as a system of evaluation to achieve it’s goals,
the teachers must be able to carry out the implementation effectively.
There are loads of works for the
teacher in addition of the demand on his time. Despite these heavy
responsibilities necessitated by the teaching professions or the teachers; calling
the teacher is expected to be physically, mentally, emotionally and
professionally prepared to be accepted in operating the system (Greg 1997).
1.2
STATEMENT OF THE PROBLEM
Despite the high premium placed on
qualitative education, it is unfortunate to note that primary school teachers
find it difficult in the implementation of the programme. Therefore, it is
stated that:
-
The
validity of assessment records are often incompre
-
hensiveable
due to difference in school academic standards, enrolments, infrastructure,
staffing, facilities and policies.
-
Continuous
assessment tests are not often goal or
-
objective oriented, due to the limitations of
constant validity and test administration procedures.
-
There
is an inadequacy in the availability of standardized instruments used for
collating data in continuous assessment tests in primary schools.
-
There
is a continuous decline in proper documentation and storage of continuous
assessment records and related information in most primary institutions.
1.3
PURPOSE OF THE STUDY
The purpose of this study is to find
out the problems encountered in the theory and practice of continuous
assessment in selected primary schools programme and make recommendation on how
these problems could be overcome at the same time weighing the impact these
problems of continuous assessment in teaching in primary schools.
1.4
RESEARCH QUESTIONS
To achieve the aim of this research
study a set of research questions were formulated thus stated below:
-
What
other aspect of educational objectives does continuous assessment measure apart
from the cognitive domain?
-
What
are the teachers’ perceptions on continuous assessment as a system of
evaluation in primary school?
-
What
are the remedies to the problems of implementing continuous assessment and what
impact will it make on the learning process of the pupils in the primary
schools?.
1.5
HYPOTHESIS
The following hypotheses are
formulated to guide the study:
i.
There
is a significant difference in the mean score between cognitive domain and
other educational objectives.
ii.
There
is a significant difference in the mean score of teachers perception on
continuous assessment in primary schools.
iii.
There
is a marked difference in the remedies and impact mean score of continuous
assessment on the learning process of the pupils in the primary school.
1.6
SIGNIFICANCE OF THE STUDY
This research work will be of
immense benefit to all stakeholders in the education industry such as:
-
To pupils
who are the end benefactors of the programme of continuous assessment.
-
It
will help the primary school teacher to implement the continuous assessment
programme effectively.
-
Government
education planning agencies for validation of their training programme.
-
Promoting
a basis for pre-service training programmes for teachers on the need of proper
implementation of continuous assessment.
-
Parents
with a view to encourage their wards to take continuous assessment seriously.
1.7
DELIMITATION OF THE STUDY
This study was designed to cover
five schools in Kaduna south local government Area in kaduna.
Research samples were drawn from
pupils, teachers and principals.
Lack of time hindered the researcher
in extending the research to cover all the schools in the federal capital
territory. As a result few schools in the Kaduna south were randomly selected.
Financial constraint was another
problem since the cost of moving from one place to another was not easy as the
researcher was not mobile to go round the schools.
1.8
OPERATIONAL DEFINITION OF TERMS
Assignment: An ability which may be oral or
practical given to learners by the teachers to reinforce or access the rate of
learning
Cognitive Domain: Is an aspect of learning which deals
with the learners intellect or intellectual development.
Continuous Assessment: A practical exercise carried out appraises,
grade pupils and measure the extent to which specified educational objectives
have been achieve.
Education: A process which affect a change in
an individual’s behaviour leading to functionalism to self and the society at
large.
Evaluation: An exercise carried out at the end
of teaching and learning process to ascertain the extent to which laid down or
specified educational objectives have been attained.
Primary school: It is elementary schools for children
between the ages of 5-11
Pupils: A learner in an elementary primary
school.
Test: An activity or exercise administered
to a learner to measure skill ability knowledge or ideas (potentials).
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