ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
AN
EVALUATION OF TEACHERS ATTITUDE AND COMPETENCY IN IMPLEMENTING CONTINOUS ASSESSMENT
ABSTRACT
This study
is predicated on selected secondary schools in Ethiope Local Government Area of
Delta state with a view to evaluating teachers’ attitude and competence in
implementing continuous assessment. In carrying out the survey, the researcher
tried to study the problems and found out the factors affecting the effective
implementation of continuous assessment in some selected secondary schools in
Delta state. Whether the school teachers are adequately equipped to participate
actively in the implementation of continuous assessment programme of the state
government. If the appropriate facilities have been put in place by the
Ministry of Education to facilitate the work of teachers in the implementation
of continuous assessment programme. The problems associated with the continuous
assessment in schools. If teachers know the difference between continuous
assessment and the traditional system of testing the students items while
testing the students, hence poor performance in examination. Based on the
findings, the researcher made some useful recommendations. It is my ardent hope
that these recommendations should be implemented by the relevant authorities.
CHAPTER ONE
INTRODUCTION
BACKGROUND
OF THE STUDY
The history of evaluation in the
Nigeria education system is not easy to trace perhaps its first mention was
expressed in the form of ordinance that put in place in 1882, among the
provisions of these ordinance were that of the following criteria been set for
grants for teachers’ salaries. First, grant for organization and discipline
with special grants to schools, which obtain the area of percentage of passes
and reached high standard of academic excellence. Secondly, a captivation
passes grant for each subject.
In 1889, another ordinance was
enacted and it started in part that on grant would be made in aid of any school
except that the school in public examination shall have attained prerequisite
percentage of efficiency. This explains the place of evaluation and testing
students in the school curriculum, evaluation was relatively simple because it
comes at the end of the year’s programme. In the secondary schools, there was a
highly selective system of evaluation practice. Passport into secondary school
was an organized written examination followed by an oral interview. There were
term and final examination which most schools depend on for the purpose of
promotion.
One of the most important hallmarks
of the National Policy on Education (1981) is the provision of the continuous
assessment as an effective tool for wholly a partly assessment and evaluating
the student’s learning outcomes in the various level of our educational system.
This continuous assessment is presently been run in secondary schools as it was
introduced. In 1982, the National Policy on Education (1981) provides a six
year primary education, three years Junior secondary education, three years
secondary education. Tertiary education and four years University, each of
which level would be allowed to implement the continuous assessment as laid
down by the federal ministry of education. it is marked by intention to make
students specialized early enough in the future careers. Most importantly, it
has provisions for making drop outs employee.
This new system of education will replace the formal one final
examination system, which has outlined its usefulness. The formal examination
system has been criticized for its short comings. It is a common knowledge that
very many students roam about the street during most of the school year, only
to the classroom a week or two before the promotion examination to do any
serious work. They are not serious for any academic work because they have not
prepared themselves for such tasks.
This underscores the point why
eminent scholars have argued that examination is not a true test of ones’
ability. There has been an occasion when some students commit suicide because
of failing examination. It should be revealed that examination on high
predicated on the cognitive aspect of the student’s learning and tended to
ignore affective and psychomotor aspects. It consequently creates our students
and examination consciousness and an appetite for memorization and
regurgitation of fact which in turn tend to stifle their inflection thinking. These
among other reasons encourage examination malpractice among students.
Therefore, it is hoped that the
introduction of continuous assessment will check the short comings of the
examination system. There are various tools which may be used to find out the
outcomes of learning activities. These include test, assignment, project,
observation, interview, and questionnaires. The data obtained on the students
will then be used to aid his further use and the purpose of providing
information to the parent, guardian, and others who can use this for the
benefit of the students. Such an assessment involves the use of great varieties
of mode of evaluation for the purpose of guiding and improving the learning and
performance of the students.
STATEMENT OF
THE PROBLEM
This research work is designed to
investigate the attitude and competence of teachers to conduct continuous
assessment in selected secondary schools in Delta state.
The problem of the implementation of
the continuous assessment encountered by teachers in our secondary school be
useful suggestions from the university teachers and educational administrator
on ways of making continuous assessment successful would be considered. Among
other thins the questions below would have been answered at the end of the
work.
I) The factors affecting the
effective implementation of continuous assessment in selected schools in Delta
state.
II) Whether the school teachers are
adequately equipped to participate actively in the implementation of continuous
assessment programme of the state government.
III) If the appropriate facilities have
been put in place by the state ministry of education to facilitate the work of
teachers in the implementation of continuous assessment programme.
SIGNIFICANCE
OF THE STUDY
Educational development sustains the
growth of the nation. As a result and in order to, with this ever expanding
industry, we need adequate assessment method that would show exactly what one
wishes to know about the individuals. This explains why teachers’ attitude and
competence in implementing continuous assessment is very important because they
are agents of change in the society. Continuous assessment is necessity for al
teachers in the new educational system in Nigeria. This work will equip the
classroom teachers to implement the continuous assessment in their various
schools. It will direct and inform teachers on areas of the behaviour of the
children to be assessed and the procedure to adopt in achieving this purpose.
RESEARCH
HYPOTHESIS
The following hypothesis formulated
to guide the researcher in this study namely:
I) Firstly, School teachers do
not use adequate test items in assessing students, hence poor performance in
examination.
II)There is
no significant relationship between the system of evaluation in schools and
students’ performance in examination.
III)There is
no significant relationship between traditional method of testing and
continuous assessment technique of grading students.
SCOPE OF THE
STUDY
This work is predicated on selected
secondary schools in Ethiope Local Government Area of Delta state with the view
to evaluating teachers attitude and competence in implementing continuous
assessment in secondary schools in the 6-3-3-4 educational system.
LIMITATION
OF THE STUDY
One of the financial constraints and
time on the part of the researcher, it was not possible to use a large sample
which would cover very many schools in the Local Government Area.
This work is by no means an answer to
all the logistic problems facing the teachers in the implementation of the
continuous assessment in Ethiope West Local Government Area of Delta state
ratio; it is an attempt to find solutions to some of them and after useful
suggestions to educators, school administrators and government who are
concerned with the recruitment of teachers and progress of students within the
school system.
DEFINITION
OF TERMS
The following terms are defined as
used in the report, in order to avoid misinterpretation by different
individuals.
Continuous
assessment: this is a method of ascertaining what a pupil gains from school in
terms of knowledge, industry and character development, taking into account
his/her performance in test, assignment, project and other educational
activities during a given period of an education to be determined.
Evaluation:
Evaluation is to determine whether certain changes are taking place in the
learning as well as to determine the amount or degree of changes in individual
student.
Implementation:
The act or process of putting into effect some operation, plans, policies or
ideas.
Cognitive
domain: A behavioural objective of remembering or reproduction of something
which has been learned.
Psychomotor
domain: This deals with manipulative skills and body movement.
Affective
domain: This has to do with values, belief, attitude, appreciation, interest,
social relation, emotional adjustment and life style.
6-3-3-4: The
new system of education in Nigeria as spelt out by the 1981 National Policy on
Education broken down thus:
First:
6-years-Primary Education
Next:
3-years-Junior Secondary School Education
Next:
3-years-Senior Secondary School Education
Next:
4-years-Tertiary or Post Secondary Education
Attitude: It
is the learned disposition in the technique of assessing the total learning
experience of the students in academic, manipulative and emotional task
organized within the school curriculum studies and supervised by the teachers.
Competence:
This has to do with efficiency, the ability to be skillful, knowledgeable and
to be effective in performing a given task. It implies that possession of
specialized skills, which would go a long way to result effective performance
in specialized areas like the teaching field.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you
will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account
below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment