1.1 Introduction
Continuous Assessment process is an important component of the National Policy on Education (FME, 2004). Continuous assessment in education in general is essential and is an ongoing process. It is the basis for all educational activities. Assessment information is a vital tool in the hands of the professional teacher. It directs guides and protects both the teacher and the learner at every stage of academics (Okwudire, 2005). Chemistry is an exact and a core science subject in Nigerian secondary schools. Its teaching often requires creativity and improvisation (Nbina, 2012). Teachers with multiphase background, training and qualification have over the years, dominated the teaching profession in Nigeria. Consequently, those who could not get better job stay on; new entrants use it as a stepping stone, while others who were not trained to teach but have no other job joined the teaching profession (Arisekola, 2007).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Examinations and assessment are an integral component of our educational structure. They are conducted both formally and informally, at practically all levels of education and serve a variety of different functions. Most of the examinations and assessments regularly conducted by teachers and schools on an internal basis tend to fulfill one or more of these educational functions. Other examinations for example, those conducted externally by the recognized examining boards and certain professional associations, likewise have a primary educational purpose: to assess the attainment of a student at the end of a course of study. The primary assignment of any school is to ensure effective teaching and learning of which assessment and examination a form of evaluation, plays a significant role especially in decision making about school programme (Ijaya, 2002).
In 1977, an implementation task force was set up to prepare a blue print for the implementation of the new policy. Input into the Federal Task came from various state task forces set up for the purpose. The Federal Government White Paper on the implementation task force came out in 1979 and constitutes the basis of what is now the new National Policy on Education (FME, 1998). One of the distinct features of the new National Policy on Education is its emphasis on Continuous Assessment. Manipulative skills and abilities that include skills in the handling and manipulation of materials and apparatus in the context of scientific investigations, as well as ability to follow instructions and to make accurate observations. Generally these and related skills are referred to as psychomotor skills.
Qualities that concerns students attitude and interest in science and the study of science and science related beliefs and values, as well as ethical judgments and interpersonal relationships. Qualities of this nature are generally referred to as affective characteristics: The influence of gender on the learning ability, interest and achievement of students cannot be overemphasized. Results of several researches conducted over the years revealed that there is significant difference in students’ choice of subject as well as their performance in science and non-science subjects.
Olarewaju (2004) reported a significant difference between boys and girls achievement in the knowledge of biology concepts. Boys in this report were found to achieve better than girls. Adeqive (2000) attributes difference in learning ability of boys and girls to socialization process as girls are denied out of school and pre-school experience in problem solving especially those involving visual activity behaviour that inhibits the development of mathematics and science capability in girls. This research therefore, intends to provide equal opportunities for both boys and girls in the teaching and conduct of Continuous Assessment.
Academic achievement in science (Chemistry) is viewed in different ways by different authors; depending on the context in which it is viewed. Academic achievement, according to Musa (2000), refers to the quality of results produced by students as reflected in the quality of their examination scores. If more C.A is given, it means more motivation on the part of the students and it is hoped that the achievement will increase. Continuous Assessment is often used to motivate students to learn.
Teacher effectiveness hinges on mastery of the subject, ability to impart the subject matter to the learners and to exhibit the indices of educated person so as to achieve educational objectives. The educational objective focuses more on high students’ academic performance, in order for the students to be better individuals and contribute to the development of the nation as a whole (Abdullahi, 2006).
Onwuachu, (2009) have investigated reasons for students’ low achievement in Chemistry. Among the reasons were teachers’ failure to comply to professional ethics and conduct of teaching. Hence, every teacher has his/her own personality and attributes which shows individual teacher characteristics. With these problems, the limits to effective learning of Chemistry may have been minimally set. Accepted methods to overcome poor academic achievement in science have included the promotion of more effective teaching strategies and creation of more positive attitudes towards the learning of science. An effective teacher is the one who can establish rapport with students and create a nurturing, caring environment for personal development. He is one who can activate and energizes students to work toward a more just and humane social order (Arende, Afason 2005).
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Influence of Continuous Assessment of Chemistry on Academic Performance of Secondary School Students.
1.3 Statement of Problems
Investigation revealed that many assessments may mean more stress on the part of the student. There has been a public outcry on the poor performance of students in Chemistry. It is believed that if Chemistry concepts are not taught from known to unknown and from simple to complex, it is likely that students might find it difficult to understand the concepts taught. It has been observed that instructional materials for usage by the teachers in great qualities are being placed in school at decreasing rate.
According to Vroom (1984) behaviour is not only just influenced by ability but also by how much the individual wants to do certain events and by how much they expect they will do it. So when students are being examined they are motivated to work hard. The teachers problem today, than, is not the lack of materials, but how to make the best instructional use of those available to him (Jarolinek 2001).
Unfortunately, teaching aids or instructional materials especially with the modern innovation are grossly lacking and faced with a lot of problems in its use by teachers. Teachers are very vital in the educational system. They are the ones who interpret the goals of education and ensure that the children are educated in line with them. Since quality of output depends on the quality of input, the success or quantity of any educational system depends on the adequacy of quantity and quality as well as the level of devotion of its teaching workforce.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Influence of Continuous Assessment of Chemistry on Academic Performance of Secondary School Students in Oye Ekiti, Nigeria . In achieving this aim, the following specific objectives were laid out as follows:
- To find out if male and female students exposed to Continuous Assessment differ significantly in academic achievement;
- To determine the effect Continuous Assessment has on final examination scores of Secondary School Students;
- To investigate if there is any relationship between Continuous Assessment scores and final examination scores of Secondary School Students;
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Is there any relationship between Continuous Assessment and final examination scores of Secondary School Students exposed to two sets of Continuous Assessment in the first experimental group?
- Is there any relationship between Continuous Assessment and final examination scores of Secondary School Students exposed to four sets of Continuous Assessment in the second experimental group?
- To what extent do male and female students exposed to two sets of Continuous Assessment differ in performance in the first experimental group?
- To what extent do male and female students exposed to four sets of Continuous Assessment differ in performance in the second experimental group?
- What is the effect of frequent administration of Continuous Assessment on academic achievement of Secondary School Students?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between the mean Continuous Assessment scores of Secondary School Students exposed to two sets of Continuous Assessment in chemistry.
- H1: There is significant relationship between the mean Continuous Assessment scores of Secondary School Students exposed to two sets of Continuous Assessment in chemistry.
Hypothesis Two
- H0: There is no significant difference between the mean academic achievement scores of male and female students exposed to two sets of Continuous Assessments in chemistry
- H1: There is significant difference between the mean academic achievement scores of male and female students exposed to two sets of Continuous Assessments in chemistry
Hypothesis Three
- H0: There is no significant difference in the mean academic achievement scores of students exposed to Continuous Assessment and those assessed using final examination only in chemistry
- H1: There is significant difference in the mean academic achievement scores of students exposed to Continuous Assessment and those assessed using final examination only in chemistry
Hypothesis Four
- H0: There is no significant relationship between the mean Continuous Assessment scores and final examination scores of Secondary School Students exposed to four sets of Continuous Assessment in chemistry.
- H1: There is significant relationship between the mean Continuous Assessment scores and final examination scores of Secondary School Students exposed to four sets of Continuous Assessment in chemistry.
1.7 Significance of Study
The result of this research therefore, is expected to provide an insight on the sustainability, applicability and effectiveness of Continuous Assessment. Continuous Assessment is administered at every level of education from primary schools to university; however there is no empirical data to support its effectiveness in enhancing performance. This research is of significance to the teachers, as it will provide empirical data that would show the number of Continuous Assessment that could be administered in a semester to give optimum performance by students. It will also provide teachers with skills and techniques in organization and administration of Continuous Assessment. Teachers always seek for a Continuous Assessment score that correlate very high with final examination so that the performance of the students in the final examination can be predicted. This will enable them to identify C.A mean score that would provide a more reliable feedback that could be used to predict students’ grades in the final examination. The teacher would also be better positioned to provide parents with a very reliable feedback of the students’ performance in school.
The C.A that correlates more is the most reliable and will predict the final performance of the students and when passed to parents it gives more reliable feedback. To curriculum planners this research will help to determine the number of C.A to be inserted when designing the curriculum.
Undoubtedly, the study findings will help lecturers, policy makers and educationist to decide on the effectiveness of the Continuous Assessment process furthermore, it is hoped that the result of this study will make an enormous Contribution to the existing literature in the area of Continuous Assessment.
1.8 Scope of Study
The scope of the research is focused on the Influence of Continuous Assessment of Chemistry on Academic Performance of Secondary School Students in Oye Ekiti, Nigeria
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Establishment Policies: Establishment policies posed a serious limitation as most staffs are not ready to release information needed for this project work. There were lots of information needed from the staffs of this establishment to enhance the study which took them time to release or they did not release at all for security purposes, hence the scope was reduced.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
The following under listed are explained the way they are used in the context of the study.
Chemistry: Chemistry is the scientific study of the properties and behavior of matter. It is a natural science that covers the elements that make up matter to the compounds composed of atoms, molecules and ions
Students’ Academic Performance: the level of response of learners to evaluation by teachers on the particular subject at a particular time.
