Description
ABSTRACT
This study examined the relationship between continuous assessment and academic performance of BSC Physics Courses in Nigeria Police Academy. The study adopted a descriptive survey research that utilized an ex-post facto design to collect data students of BSC Physics Courses in Nigeria Police Academy. Four hypotheses were tested for and analysed using Pearson’s Product Moment Correlation and t-test for independent samples analysis tested at the 0.05 level of significance. The result of the analysis showed that there were positive significant relationship between continuous assessment and academic performance BSC Physics Courses in Nigeria Police Academy lecturers should ensure effective implementation and practice of continuous assessment to improve on students’ performance. Parents and the students should also respond positively to the feedback given by continuous assessment to enhance its remediation as well as teacher dwelling on its outcome to adjust the teaching and learning process. The government should also improve on the conditions of teaching and learning In Nigeria Police Academy.
TABLE OF CONTENTS
COVER PAGE
TITLE PAGE
APPROVAL PAGE
DEDICATION
ACKNOWLEDGEMENT
ABSTRACT
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE PROJECT
- PROBLEM STATEMENT
- AIM AND OBJECTIVE OF THE STUDY
- PURPOSE OF THE STUDY
- RESEARCH QUESTION
- RESEARCH HYPOTHESES
- SIGNIFICANCE OF THE STUDY
- SCOPE OF THE STUDY
- DEFINITION OF TERMS
CHAPTER TWO
LITERATURE REVIEW
- HISTORICAL BACKGROUND OF THE STUDY
- REVIEW OF TYPES OF CONTINUOUS ASSESSMENT
- ASSESSING WRITTEN ASSIGNMENTS
- ADVANTAGE AND DISADVANTAGES OF CONTINUOUS ASSESSMENT
- THEORTICAL REVIEW OF THE STUDY
- NATURE OF CONTINUOUS MULTIDIMENSIONAL ASSESSMENT
- METHODS OF CONTINUOUS MULTIDIMENSIONAL ASSESSMENT
CHAPTER THREE
3.0 METHODOLOGY
3.1 STUDY DESIGN
3.2 POPULATIONS OF THE STUDY
3.3 SAMPLE AND SAMPLING METHOD
3.4 DATA COLLECTION
3.5 STATISTICAL ANALYSIS
CHAPTER FOUR
- RESULT AND DISCUSSION
CHAPTER FIVE
- CONCLUSION
- REFERENCES
CHAPTER ONE
- INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Continuous Assessment is the educational policy in which students are examined continuously over most of the duration of their education, the results of which are taken into account after leaving school. It is often proposed or used as an alternative to a final examination system.
Correlation studies is very important in educational research as opined by Aina (2012) that correlation is used to find out relationship between variables, determined degree of association and existing influences between variables. According to Ige (2007) correlation is a good instrument to be used to analyse relationship between performances of students in a subject.
Continuous assessment (C.A) is considered to be a systematic determination of the extent of students’ progress or lack of it in school subjects including attitude and values from first day of students in school to the last day (Abadina, 2001). According to Okoro (2002), continuous assessment is a system of evaluation in which students are given a large number of tests at regular intervals rather than a single final examination at the end of the course. Continuous assessment is very important in all educational level in Nigeria. Ogar (2007) opined that through continuous assessment, progress of each student can be measured and monitored and appropriate counselling method can be put in place as the case may demand. The National Policy on Education laid strong emphasis on the use of continuous assessment practice at the various levels of Nigeria educational system.
Assessment is very important in teaching and learning process; through assessment feedback could be provided to both students and teachers (Dennis, 1988). We have both formative and summative assessment. Formative assessment is done during the course as the teaching and learning is in progress; this is called continuous assessment. The summative is done when the course is ended, this assessment is conducted at the end of the term or semester as the case may be. The two are important in physics assessment according to Aladenusi (2010) assessment is a central element in the overall quality of teaching and learning.
Osokoya (2003) viewed continuous assessment as the method of finding out what the students have gained from learning activities. Assessment is an important element in physics teaching, Houston in Aina (2010) opines that teacher must regularly assess the effectiveness of the learning experiences which they have organized to enable the students achieve the earlier stated objectives. Abbas (2009) said ordinary continuous assessment is an ongoing test device which is comprehensive and include the three domains of learning. Continuous assessment must include project, internet assignment, use of community resources and many more; continuous assessments must not only be single assignment as it is being done by some teachers.
When studying for a BSC Physics Courses in Nigeria Police Academy, you will be assessed completely by continuous assessment.
Failing that there is also the academic approach. It is really easy to cram for exams – and many people do this. The problem is that after you’ve actually sat the exam, you pretty much forget everything that you crammed in. Exams are necessary but are fundamentally flawed. They only capture a student’s ability at a snapshot in time. It doesn’t take into account that student’s overall performance such as taking part in discussions, assignments and more.
The Nigeria Police Academy require you to had in several items each week which are usually marked before you begin the next week. You need to consistently do well over the course of each week of the module in order to get a high grade. This makes it far more challenging as the only way to do well here is to keep a high standard of work throughout the entire diploma programme.
The dissertation is handled a bit different and is graded separately by your advisor and then by a second assessor. Only once they have been marked separately are the grades awarded compared. If the grades are more than one grade apart, the assessors need to get together to determine a compromise. Even once this is done, all your grades and results go to a polytechnic Board of Examiners for final approval and confirmation.
Continuous assessment also looks at the student’s overall capabilities – each assignment has original content and is graded by an expert in the field. This means that you constantly demonstrate your level of knowledge and this is something that an exam simply cannot accomplish. Each discussion post reply is also read and graded. This provides a very rich and accurate view of the level of the student.
In short, with continuous assessment it is very hard to do well unless you put in consistently high quality work. If you’re the sort of person who does that, you will find that this will work very well for you. If instead you don’t do much all year and then cram for the exams then you will have a challenged ahead of you.
In my opinion continuous assessment is a very better way to judge a student’s level of knowledge, skill and expertise. That’s not to say the traditional examination should never be used – but I do think that continuous assessment provides superior results.
1.2 STATEMENT OF PROBLEM
It was observed by Aiyelabegan (2003), Akanbi (2003) and Kola (2007) that, in the recent time students’ performance in physics has not been encouraging supported by the record made available from physics Department Nigeria Police Academy, (Exam & Record, 2011). Despite the vital role continuous assessment played in the teaching and learning of physics to improve students’ performance, yet students still performed poorly in the course. The question that comes to mind is that, is there any relationship between continuous assessment and students’ performance in physics? Investigation of influence of continuous assessment on the examination scores of students and also influence on overall students’ performance in electromagnetism physics become very necessary.
The research work is designed to investigate the attitude and competence of students in Nigeria Police Academy.
This study will examine the problem of the implementation of the continuous assessment encountered by lecturers of Nigeria Police Academy and offer useful suggestions to relevant authorities
1.3 PURPOSE OF THE STUDY
The purpose of this study is out lined below, this researcher wants to find
- The factor affecting the implementation of continuous assessment in selected polytechnic.
- If the school lecturers are adequately equipped to participate actively in the implementation of the continuous assessment programme of the state government
- Lecturers know the difference between continuous assessment and the traditional system of testing students
1.4 RESEARCH QUESTIONS
1. Do students’ scores in continuous assessment had any influence on scores in physics examination?
- Do students’ scores in continuous assessment had any influence on the final grade in physics?
1.5 RESEARCH HYPOTHESES
H01: There is no correlation between continuous assessment and examination scores of student’s in physics.
H02: There is no correlation between continuous assessment and the students’ grade in physics.
1.6 SIGNIFICANCE OF STUDY
Education development sustains the growth of the entire nation. We need adequate assessment method that would show exactly what on wishes to know about the individual. This explain why lecturers attitude and competence in implementing continuous assessment is a necessity for all lecturers in the new educational system in Nigeria
This work will equip the classroom lecturers to implement the continuous assessment in their various schools it will direct and inform teachers on area of the behaviour of the children to adopt in achieving these purpose
Lecturers of Nigeria Police Academy also see continuous assessment as an acceptable and beneficial development in the evaluation of their input and student performance. This also enables the teachers to periodically assess his work and get motivation for greater action for progress especially when outcomes are positive
1.7 SCOPE OF THE STUDY
Many authors have written a lot in relationship between continuous assessment and academic performance of students in some selected tertiary institution. But this study is limited to BSC Physics Courses in Nigeria Police Academy.
1.8 DEFINITION OF TERMS
The following term are define as used in the study in order to avoid Mis -interpretation by different individuals
CONTINOUS ASSESSMENT: This is a method of ascertaining what a pupils gains from school in terms of knowledge, industry and character development, taking into account all his her performance in test assessment, project and other educational activities during a given period which an education is to determined
IMPLEMENTATION: The act of process of putting into effect some operations, plans, polices or idea is know as implementation
COMPETENCE: This has to do with efficiency, the ability to be skillful, knowledgeable and to be effective in performing given tasks. It implies the possession of specialized skills active performance in specialized area like teaching field
COGNITIVE DOMAIN: A behavioral objective of remembering of something which had been learned
PSYCHOMOTOR DOMAIN: The psychomotor domain deals with manipulative skills and body movement.
AFFECTIVE DOMAIN: it has to do with values and beliefs, attitudes and appreciation interest social relation, emotional adjustment and life style.
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