The study investigated the school-based assessment (continuous assessment) as a predictor of academic performance in Integrated Science in Junior Secondary Schools. The study also investigated the cause of their low performance and suggested solutions to the problems.
The subjects for the study were 5 schools in Akure South local government area of Ondo State.
TABLE OF CONENTS
Table of Content
CHAPTER ONE: INTRODUCTION
Background to the Study
Purpose of the Study
Statement of the Problem
Significance of the Study
Scope and Limitation of the Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
CHAPTER THREE: METHODOLOGY
Population of the Study
Sample and Sampling Techniques
Validity and Reliability of Research Instrument
Method of Data Collection
Analysis of Data and Discussion of Finding
CHAPTER FIVE: SUMMARY, CONCLUSION AND
Background to the Study
The quality of education in terms of student’s academic performance at the junior secondary school level has been the question on the lips of many people including the educationist such as Faleye B.A. and Afolabi E.R.I (2005) said Nigeria, people have argue that the standard of Education has fallen while some stated that Education standard have greatly improved over the year. Ezemn and Oderinde (2003) said the unresolved debate is due to lack of consensus yet to be reached on the modalities for measuring standard so as to determine the quantitative educational assessment of educational achievement in any educational system. This stage is very important and should not be handled with levity. The teaching and learning process will be meaningless if either during or after the teaching activities there is no assessment to determine how much has been learnt.
Educational assessment can be used formatively and summarily. When assessment is formative; it aims at finding out in a systematic manner, the overall gains that a student has made in terms of knowledge, attitude and skills after a given set of learning experiences. It is this important function of educational assessment as a progress chart that led to the production of school-based assessment (continuous assessment) into our educational system. The achievement of a student is no longer determined at the end of course examination but a combination of scores in continuous and scores in the end of course examination Olowa O.W (2009). Assessment in Nigerians schools before the implementation of 6-3-3-4 educational policy has been rigidly narrowed and to some extent misleading. It gives children and their parents a false impression that all that matters in the school is obtaining certificate, which to most parents and their children just mean being good in academic work and pass promotion or end of course examination. As a result of these many students engage in malpractices during examination some parent are being harsh and not encouraging their children to learn properly. If their children fail examination, some students on their part committed suicide for not able to pass the end of year examination. For lack of courage of presenting such poor result before their parents. Some students may be seriously sick during the end of the course examination that may prevent such students from talking part in the examination for that particular year.
Oluwatayo A. (2003) asserted that if school-based assessment (continuous assessment) was in practice in time, the possibility that the child’s cumulative performance could have earned him/her promotion
Though students hate the examination, nevertheless in a country where people have to compete for available places in a higher institution of learning examination become necessary and essential.
Many people including educators such as Adebayo (2002) have become worried with the current pre-occupation with examinations. Some educators Elery and Living Adeyegbe S.O (2003) argued that examination should be scrapped because they impose “ever hearing restrictions on the content, method and organisation of both the students and the classroom” Popham W.J (2002) said. Moreover, children and their teachers aim primarily at good results and hence the nature of these examinations has positive influence on the method and content of school teaching. Although, people do not want examination, nobody has been able to suggest an acceptable alternative to examination. It is difficult for any competitive and complete society like ours to do without examination since the purpose is to maintain and improve standard of education.
Onipede, H. (2003) in Nigeria, our system of performance assessment is based on the end of course examination that is the examination at the end of primary junior secondary and senior secondary and to some extent tertiary education. This performance assessment we inherited from the colonial and missionary days which appear very inadequate in accurate and unreliable method of assessing instructional outcomes because of the loopholes and short-comings inherit in this type of assessment based on a variety of educational techniques and which takes care of auxiliary as well as terminal performance of our pupils. The new system is what we referred to as the school-based assessment (continuous assessment).
The research behind the introduction of the school-based assessment (continuous assessment) programme into our educational policy, which lies in the fact that what Nigeria needs for planning ahead is not terminal assessment of our pupils in the school but a comprehensive assessment of the pupils performance as well as assess the performance of the pupils on a continuous basis with the implementation of the new policy on Education. Emphasis has been on continuous assessment as strategy for assessment performances.
The National Policy on Education Popham (2002) stipulates among other things, the use of continuous assessment to determine students’ performance in reference to traditional assessment system. The practice of continuous assessment system involves individual school and individual teachers construction of assessment tools and their administration, the problem that may arise in this regard will be how to ensure that schools in the country maintain identical standard of teaching and achievement.
According to Falayajo and Oyerinde (2003) continuous assessment is a mechanism whereby final grading of students in the cognitive, affective and psychomotor domain of behaviours take account. In a systematic way of all his performance during a giving period of schooling. Such assessment involves the use of great variety of modes of evaluation for the purpose of guiding and improving the learning and performance of students. Therefore, continuous assessment is a systematic comprehensive and cumulative oriented that require a variety of evaluation strategies to deal with all domain of learning. Therefore, continuous assessment is a systematic comprehensive and cumulative guidance oriented that required a variety of evaluation strategies to deal with all domain of learning. This new system of evaluation technique is designed to systematically cover all the students’ performance in class home assignment, projects, interview and other schools activities either weekly, monthly or periodically throughout the entire duration of the student course. In addition the introduction of continuous assessment in schools gives the teachers opportunity to participate in the final assessment of his or her students.
Continuous assessment is an integral part of the teaching process. It is likely to be more valid and more indicative of the learners overall ability than a single education. Continuous assessment therefore encourages the teachers to be flexible and innovative since innovation constitutes part of the final assessment. More also a continuous assessment procedure facilitate guidance function in a school.
Finally continuous assessment helps to reduce the occurrence of examination leakage and other malpractices in Junior Secondary Schools. (Oyerinde and Folayayo (2003) from the meaning of continuous assessment and its importance in education system. This study is intended to examine the relationship that exist between the junior secondary result and continuous assessment score in Integrated Science in some selected junior secondary schools in Akure, Ondo State.
Statement of the Problem
Before the introduction of Junior Secondary School West African Examination Council (WAEC), students’ performance in internal examination used to be very bad and in external examination as well as finding the strength and direction inter-relationship between them.
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