Background to the Study
The place of financial accounting in the life of any action is so important to the extent that it is directly linked with the place of development in that nation.
Akubudo (2010), started that accounting can be used as a reliable indices of the potential for development of the world.
Alele-williams (1987) asserted that it is in recognition of this important that developing nations like Nigeria devote a significant portion of their animal budget to the development of the area.
The goal of accounting teaching in this 21st century has changed from mere production of scientifically literate citizen to that of production of individual capable of rational and productive thought founded on explorative experimental and inventive science (Moeke and Efedi 2010). The authors continued by explain that the 21st accounting learner must be equipped with the foundations necessary for the development of rational thought and principle for proper decision making. Since the mind of the learner is fertile receptacle ground, they must be taught the ways and manner of acquiring the necessary knowledge, skill and attitude in accounts and be able to utilize the intellectual benefits for their own interest and for improving and promoting the accounting development of their environment and entire community. Financial accounting in Nigeria secondary school is divided into financial accounting and commerce, as stated in the new National curriculum of 2008.
Financial accounting is the branch of knowledge concerned with the production, consumption and transfer of wealth.
Economics is the social science of satisfying unlimited wants with scarce resources. It involves the analysis the analysis of trade through the use of intuitive graphs and mathematical elements. The Discipline is divided into two sections: Micro economics (micro) and macro economics (macro).
Thus it is explained that students achievements should be measured by classroom tests (Continuous Assessment) and secondary school certificate Examination. The author stated further that they (test & SSCE) are clear indicators of performance in any subject.
Okpala (2012) said that previous studies showed that student’s performance in financial account is rather very low. This abysmal performance of students in secondary school certificate examination according to Adeola, Bolarinwa and Olafere (2012), has been a source of concern to government, parent, examination bodies, Teachers and Researchers such performance, Athson (2007) contended is dependent upon several factors among which are instructional method the learning environment and the learner. Moemeke and Efed.(2010), asserted that excuses ranging from inadequate equipment and facilities, poor teacher pedagogical content knowledge, low job motivation, examination cantered evaluation and a host of others have been given as reasons for students poor performance in continuous Assessment and secondary school certificate examinations.
High academic performance is an indication of the attainment expected of secondary school student of Ikere Local Government but unfortunately, it is observed by the researcher that the performance of the student in (SSCE, WEAC) is poor and does not show a direct relationship with the Continuous Assessment conducted in secondary schools in this Local Government. The performance shows that there is no consistence in the Continuous Assessment scores and the SSCE(WEAC). Whereas the continuous Assessment scores are high or at least fair, the SSC E (WEAC) scores low and poor. The result for this poor performance in external examination (SSCE/WAEC) could be attributing to so many factors which had earlier been stated by some researchers. In order to improve this situation, a lot of factors have to come to play in areas of senior secondary school examination (WAEC) and continuous assessment
The national policy on education (2004) defined Continuous Assessment as a mechanism whereby the final grading of a student in the cognitive, affective and psychomotor domain takes account, in a systematic way of all is performances, during a given period of schooling.
Osuncem (2008) explain that Continuous Assessment is a system of assessment which take into account the total experience and achievement of students throughout their school carrier. Okpala, Onacha and Oyedeji. (1999) stated that Continuous Assessment is a system of assessment which is carried out at a pre-determined interval for the purpose of monitoring and improving the overall performance of students and of the teaching – learning environment. Continuous Assessment of student ensures assessment of their overall abilities and provides the basis for making appropriate educational certification, placement and selection decision about them. However, such an Assessment according to national policy on education (2004) involves the use of great variety of instruments.
In the context of this study, Continuous Assessment is a system of assessment which is carried out in financial accounts at pre-determines intervals for the purpose of monitoring and improving the overall performance of students.
The performance level of students in senior secondary schools in Continuous Assessment and SSCE (WAEC) are based on different grades. The pattern of grading in Nigeria SSCE is such that distinction grade is been represented by A, credit grade is represented by C4 and C6 the ordinary pass is represented by D7 and E8 while failure represented by F9. Adeyemi (2010) mention that is only the grades of distinction and credit that are required for Nigeria University Admission and candidate must have at least credit in five subjects in a related area including English language in order to qualify for admission. (JAMB) 2007.
In order to assist the students, teachers should improve the teaching learning situation for better and consistence performance of student in senior secondary schools in Ikere Local Government area of Ekiti state, it is necessary to find out the relationship between Continuous Assessment and students performance in SSCE financial accounts.
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