Abstract: This study explore Forms of Continuous Assessment and Academic Performance among Secondary Schools Students. Specifically, the study sought to find out forms of continuous assessment being used by Government teachers, the relationship between continuous assessment strategies being used and academic performance of students, and the perception of teachers and students on variation of continuous assessment. Based on these, three research questions were also formulated to guide the study in line with the objectives. Samples of the study were drawn from six (6) secondary schools in the study Area. Simple random sampling technique was used in selecting a total of one hundred and twenty (120) sample size for the study that comprised twelve (12) government teachers and one hundred and eight (108) SS2 students that offered government in 2014/2015 school session. The study adopts qualitative descriptive survey research design to collect data through fifteen (15) items questionnaire which sought responses on a dichotomous scale. All these were applied to elicit opinion of government teachers and student. Data obtained from the questionnaire was analyzed using simple percentage statistics tools.
Forms of Continuous Assessment and Academic Performance among Secondary Schools Students
The findings revealed that: Government teachers used various forms of continuous assessment, there is a relationship between continuous assessment strategies used by Government teachers and academic performance of students and there was also advocacy for variation of form of continuous assessment to enhance effective teaching and learning of Government. Based on the findings, recommendations were made on the subject and conclusions were drawn.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The need to evaluate students after an effective teaching and learning process is necessary. To this end, educationists have introduced a method of evaluation known as Continuous Assessment (CA) which forms an integral part of Nigerian new policy on education published in 1977 revised in 1981, 1988, 1987, 1989 and 2004. The new policy stipulates among other things, the use of Continuous Assessment (CA) for students performance instead of using the orthodox single, end of term, end of year national or certificate examination.
According to the Nigerian policy of education (1980) the primary education will have duration of six years, secondary education for six years which is further sub-divided into three years junior secondary school (JSS) and three years senior secondary school (SSS) either vocational or academics. It enables students to acquire further knowledge and develop skills. The senior secondary school is for these willing to have a comprehensive core curriculum designed to broaden students knowledge and out look and large of elective subjects for choice of career. These new policy stated taking effect from 1982/1983 academic session
The National Policy on Education (FRN, 1981) advocates the use of Continuous Assessment (CA) at all levels of education in Nigeria under the 6-3-3-4 system of education. The handbook on continuous Assessment (FME, 1985) defines continuous assessment as a mechanism whereby the final grading of a pupils in the cognitive, affective and psychomotor domain of behaviour takes account of, in a systematic way, all his or her performance during a given period of schooling.
Ojerinde and Falayayo in Michael (2010) view it as a method of finding out what the pupils have gained from learning activities in terms of knowledge, thinking and reasoning, character development and industry with a view of possible guidance. Essien (2001) summarized it as the systematic determination of the extent of student’s progress or lack of it in the school system including attitude and values from the first day the child steps into the school up to last day of schooling.
According to Essien, there are various method of continuous assess employed for assessing learning achievement, for placement and teaching techniques which are tests, projects, examination, observation, class work, take home assignment and interview. Based on this background, the research examined that the forms of Continuous Assessment (CA) employ by Government teachers in the course of teaching and learning of Government as a school subject taught in the senior secondary classes with the aims of enabling overages learner to participate more effectively in the government of his country and to currently assess political events and react to them. This study was therefore conceived, designed and undertaken in order to examine the various continuous assessment practices used in the teaching and learning of Government in Etim Ekpo Local Government Area of Akwa Ibom State.
Forms of Continuous Assessment and Academic Performance among Secondary Schools Students
1.2 Statement of the problem
The urgent need to promote learning and improve performance of students in Government in Etim Ekpo Local Government Area resulted into a range of related but different developments in continuous assessment at classroom levels. Continuous assessment is systematic comprehensive, cumulative and guidance oriented and requires a variety of evaluation strategies to deal with all domains of learning. This new evaluation techniques is thus designed to systematically cover all of the students performance in class test, home assignment, project, interviews and other school activities, weekly, monthly or periodically throughout their, entire duration of the students course.
The resultant feature has been inconsistent performance of students in Government in senior secondary certificate examination in the Local Government of area of the study in which performance varies from school to school. This underlines the future of many students that are in school that persistently perform poorly. What therefore remains disturbing is whether a relationship exist between the forms of continuous assessment adopted by government teacher affects academic performance of students.
