ABSTRACT

Continuous assessment is an academic issue, which has been emphasized

recently by the Federal Ministry of Education, the need for the introduction of
continuous assessments is reflected in various sections of the New National
policy on Education.

This study therefore investigated what is really meant by continuous

assessment and weather it has any positive or negative effect on the
academic performances of students in Social Studies in secondary schools in
Akamkpa local Government Area of Cross River State.

The study also went further to find out whether the teachers and students
like to take part in continuous assessment and also to find out whether
continuous assessment pose any problem to both the teachers and students.

In this study, the design of the study used was questionnaire design, since it
would directly elicit the opinion of the respondents. The instrument for data
collection was questionnaire; it was structured in such a way to consist of
both open ended and close ended question in the presentation and analysis
of data. The coding and scoring procedure used was tally method to drive at
the scores and the findings were made and discussed, from the findings, the
researcher made some recommendation that will enable the Federal ministry
of Education and teachers, then gave suggestion for further research.
Table of content 

Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgement
Table contents v
Abstracts
CHAPTER ONE: INTRODUCTION
Background of the study 1
Statement of the problem 3
Purpose of the study 4
Significance of the study 4
Scope of the Study 5
Research Questions 5
Research Hypotheses 6
Definition of terms 6
CHAPTER TWO: REVIEW OF RELATED LITERATURES

2.2 Ideology of Continuous Assessment

2.2 Aims and objective of Continuous Assessment
2.3 Reasons for Continuous Assessment
2.4 Characteristics of Continuous Assessment
2.5. Challenges of Continuous Assessment practice
2.6 Problems of implementing Continuous Assessment
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Design of the Study 14
3.2 Area of the Study 15
3.3 Population of the Study 15
3.4 Sample and sampling Techniques 15
 3.5 Instrument for Data Collection 16
3.6 Method of Data Collection (or administration of instrument) 17
3.7 Method of Data Analysis 17
CHAPTER FOUR:
4.1 Presentation and Analysis of Data 18
4.2 Findings and Discussion of Result 22
CHAPTER FIVE:
Summary 25
Conclusion 26
Recommendation 27
Suggestion for further research 28
Reference and Bibliography 29
Appendix 29

 
 CHAPTER ONE

INTRODUCTION

1.0 Background of the Study:

Many educationists have defined continuous assessment in different ways.

The handbook on continuous assessment (FMEST, 1999) defined continuous

assessment as a mechanism whereby the final grading of students in the

cognitive, effective and psychomotor domains of behaviour take into account

in a systematic way, all his performance during a given period of schooling.

Adebib (1999) sees continuous assessment as a systematic and objective

process of determining the extent of a student’s performance in all the

expected changes in his behaviour. This is assessment of the students.

Ezewu and Okoye (1999) defined continuous assessment as a systematic

and objective process of determining the extent of student’s performance in

all the expected changed in his behaviour from the day he/she enters upon a

course of study.

From the above definitions one can define continuous assessment as a

system of assessment which is carried out as predetermined intervals for the

purpose of monitoring and improving the overall performance of students and

of the teaching learning environment.

In all secondary schools, continuous assessment accounts for thirty-percent

(30%) of a student’s performance in each subject, while in higher

institutions, like the polytechnic allow forty-percent (40%) and University

allow thirty-percent (30%) for in-course assessment. The concept of

continuous assessment is not new in education. In developed countries like

United States, Canada, Australia and England, continuous assessment is

inbuilt into the teaching learning process that is why it is one of the

distractive features of the new National Policy on Education. In Nigeria, there

are different views about the concept to the extent that some of them are

misconceptions. According to Okpala, Onocha and Oyedeji (2005) continuous

assessment is not continuous testing of the cognitive ability of students.

What is practiced in many schools is continuous testing where teachers

administer tests on student on a fortnightly or monthly basis. This approach

does not differ from the old system of assessment. The mode of

interpretation does not take into account other factors that may affect the

students and the learning processes. Furthermore, the affective and

psychomotor domains are usually neglected. The current continuous

assessment technique is meant to replace the former one-short and end-of-

term or year examination that was being alleged to be responsible for law

performance of students in our schools. Yet despite all these, this study will

like to find out the effect of continuous assessment on the performance of

students in Social Studies in Akamkpa Local Government Area of Cross River

State.

1.2 Statement of the Problem:

 There are various problems encountered by the teachers and students of

Social Studies during the time of continuous assessment in Secondary School

in Akamkpa Local Government Area of Cross River State. These include

insufficient supply of social studies reading materials by the schools or the

government. Others include lack of finance, poor curriculum and crowded

time table, these are some of the problems encountered by the teachers and

students of Social Studies in Secondary Schools at Akamkpa Town in

Akamkpa Local Government Area of Cross River State.

1.3 Purpose of the Study:

(1)   The purpose of the study is to acquire information about the extent of the
effect of continuous assessment on the academic performance of the
students in social studies.

(2)  To find out to what extents do teachers and student like to take part in
continuous assessment.

(3)  It will also to find out the problem posed by continuous assessment on both
the teachers and students.

1.4 Significance of the Study:

The main reasons for the adoption of continuous assessment are as follows:
(a)   To give a teacher greater involvement in the overall assessment;
(b)   To provide a more valid assessment of the child’s overall ability and
performance;
(c)   To enable the teachers to be more flexible and innovative in their
instruction;
(d)   To provide a basis for more effective guidance of the students;
 (e)  To provide a basis for the teacher to improve his or her instructional
methods;
(f)     To reduce examination malpractices.

1.5 Scope of the study:

The study is delaminated to cover all secondary schools in Akamkpa Local

Government Area of Cross River State but the researchers finally used four
(4) secondary schools for the study due to financial problems and limited
time for the project work. The schools used are: Government Day Secondary
School Akamkpa, Onun Comprehensive Secondary School, Mbarakom-
Akamkpa, Government Science School, Akamkpa Town and Government
Technical School, Obung- Akamkpa. 

1.6 Research Question:

To develop the instrument of study and carryout this study appropriately.
The following research question will be answered:
1.  To what extent is the effect of continuous assessment on the academic
performance of students?
2.  To what extent do teachers and students like to take part in continuous
assessment?
3. To what extent is the role of teachers in promoting continuous
assessment schools?
4.  What problem does continuous assessment pose on the teachers and
students?

1.7 Research Hypotheses:

The following hypotheses are formulated:

1. There is no significant relationship between the effect of continuous
assessment and the performance of students;
 2. There is no significant relationship between teachers and students
involvement in continuous assessment;
3. There is no significant role played by teachers in promoting continuous
assessment in schools.
4. There is no significant problem pose by continuous assessment on
teachers and students.
1.8 Definition of terms:
Cognitive: In the study cognitive means the ability to develop ones brain
and to use his brain to invent, innovate self-reliance and respect for human
dignity of labour. The more tasks you give to brain the sharper the brain
cause or get.

Psychomotor: In this study psychomotor is the ability to produce something

with hands.

Mechanism: In this study, mechanism means a structure of interacting parts

working together.

Implementation: The act or process of putting into effect some operations

plans, policies or idea is known 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 behavioural 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 interested social relation, emotional adjustment and life style.

Continuous 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 should determine.

Education: A process which affect a change in an individual’s behaviour

leading to functionalism to self and the society at large.

Evaluation: An exercise carried out at the end of teaching and learning

process to ascertain the extent to which laid down or specified educational
objectives have been attained.
 CHAPTER TWO

2. 0 LITERATURE REVIEW
2.1 CONCEPTUAL FRAMEWORK

This study adopted social learning theory. Bandura (1969) provides

the social or affective social learning theory which argues that much of what
can be learnt formally can also be learnt vicariously or indirectly by watching
the people’s behavior and the attendant consequences.

The theory postulates that neither reinforcement nor responses to

stimuli alone is required for effective learning. It adds that ability to observe
is a vital requirement for any effective learning. The theory therefore
emphasizes that observability and contiguity (association of two or more
closely related events in time and space) must be seriously considered if
effective learning is to occur.

Thus, the learning social theory is concerned with the laws and the
principles that governs or influences human relationships and other social
acceptable behavior.

However, the implication of this theory to this work is that the

operational mechanism of continuous assessment must follow the
acceptable requirement on how to standardize continuous assessment in
schools in other to accomplish maximum productivity, effectiveness and
efficiency.

2.1.1 Ideology of Continuous Assessment: Continuous assessment is a

relatively new terminology in Nigerian education. The National Policy on

Education (1977 paragraph 7, p. 7) emphasizes the importance of continuous

assessment in Nigerian Education when it states that:

Educational assessment and evaluation will be liberalised by basing

them in whole or in part on continuous assessment of the progress

of the individual.

Thus, it implies the teacher’s behaviours in assessing the performance of the

students in relationship to their achievement in the subject being taught.

Evaluation is synonymous with assessment. When a student is being

evaluated with an instrument or test, the student could be said to be

undergoing a process of assessment. Both terminologies refer t6 the

determination of the amount of knowledge a student has acquired through

the process of instruction.

Continuous assessment refers to the monitoring of the progress of a student

through classroom evaluation. Monitoring of a student’s progress is a

continuous process, since it is done on a continuous basis. The student is

monitored as new knowledge is introduced to him to find out how he is

progressing relatively to exposure.

The continuous assessment grading system requires the assessment of the

change in behaviours, in terms of cognitive, affective and psychomotor

domains. Changes in cognitive domain reflect the ability of the student to

perceive a relationship between objects and to understand information

through the utilisation of what has been learned, (Sartain, North, Strange and

Chapman, 1967). Cognitive learning, therefore, involves the ability to

perceive a problem situation and be able to apply previous learned

knowledge in its solution

Assessment plays prominent role in educational process and it is considered

as a vital measurement tool in evaluating students’ performance. Ntiko, J.N.

(2001) defines assessment as “a process for obtaining information that is

used for making decisions about student, curricula and programmes, and

educational policy”. It can therefore be a process of collecting information

about student learning and performance to improve education. It helps in

measuring student’s ability in acquiring certain behaviour or a specific

knowledge for a particular subject, and provides the basis of ascertaining the

quality of education at all levels. Learner assessment is best conceived as a

form of two-way communication in which feedback on the educational

process or product is provided to its key stakeholders McAlpine, M. (2002).

According to Adebowale, O. F., & Alao, K. A. (2008) “assessment enables the

school to achieve an overall objective of having as complete a record of the

growth and progress of each pupil as possible in order to make unbiased

judgments in the cognitive, affective, and psychomotor evaluation in the

classroom”. Assessment results are used by stakeholders and practitioners in

the evaluation of the entire educational system, motivating students to

perform better, improving instructional planning and content, as well as

certifying students as having attained specific levels of achievements.

Continuous assessment (CA) is an important part of the evaluation of

students’ achievement in Nigeria.

Assessment of students learning outcomes in formally is completed through

continuous assessment and final examinations levels of education in Nigeria.

The Universities offering education courses in Nigeria uses two levels of

assessment for both formative and summative evaluation. The continuous

assessment is an essential formative evaluation technique with 40% weight

in the total examination scores of a course in education. The final

examination results determine students’ level of achievement and provide

basis for decision on the level of students’ progress and provides feedback to

students on their performance during the semester, CA is likely to influence

their examination preparation and effort. Alonge, M. F. (2002). observed that

examination and assessment in the schools system today have been

misinterpreted in the sense that parents and students have the impression

that what is important in schooling is to obtain a certificate (either through

fair or foul means) at the end of the course.

Continues assessment is a relatively innovation in the Wayne’s educational

system. It refers to a system of assessment, which is carried out at pre-

determined intervals for the purpose of monitoring and improving the overall

performance of students and of the teaching – learning process (Okpala,

Onocha and Oyediji 1993).

Examination is a formal written, oral or practical test especially at school or

college to see how much learners know about a subject or what he/she can

do that is (someone ability).

Education has to do with the transfer of knowledge from one generation to

another. These are the philosophy behind the introduction of the variables

contained in the title of the investigation.

Beaton et al (1996) opined that the rise of continuous assessment between

countries used as measure of all the overall quality of education as a

consequence, assessment has acquired an importance beyond merely

providing some kinds of reliable and valid measure of Childs knowledge and

understanding, the emphasis has shifted to it becoming a measure of the

individual teachers capabilities than when sum across the country a measure

of the effectiveness of the quality of the educational system as a whole

(Falayajo 1979)

Hasting and Madaus (1981) defined continuous assessment as the use of

systematic evaluation in the process of curriculum construction teaching and

learning processes.

Continuous assessment is also explained as the systematic determination of

the extent of students’ progress or lack of it in school subjects including

attitude and values from the first day students steps into the school up to

and including the last day in it (Ohumche 1998).

Ohunche on Odili (2001) defines assessment as an involving the

determination for the value and work of a thing implies making decision. The

changing needs and attitude of individual children call for a continuous

evaluation of such needs and trials in order to enable the children understand

themselves better. Their teachers to improve on their teaching methods, the

parents and guidance understood the children, so that educational vocational

and personal social decision can be realistically made on them. Scholars have

looked at the issues of the attitude of students towards assessment in

educational system and have seen that the success education will ever offer

is seriously tied to the facilities relevant to it. According to Peretomode

(2007) stock of educational facilities in public school system in Nigeria is

enormous even at the present state of their insufficient and inadequacy. They

represent substantial financial outlay to the tax payer. Establishing new

educational facilities is no longer that easy because of the current state of

economic depression and constantly raising costs. Edem (2008) seeing the

importance and position influence of school facilities to educational

achievement of students said. It is the duty of the ministry or the board of

education to make furniture’s, equipment, books and expendable materials

available to schools. Their inadequacy constitutes another source of

frustration and disillusion among teachers. African leaders earnestly desire

good education programmes for their people, but in many cases the

resources are so merger that little progress can be made.           

        According to Inyang Abia (2002) continuous assessment are the pivot

on which the wheel of teaching and learning process rotates. As cited by

Inyang Abia (2004) the use of continuous assessment is the most significant

aspect of influence for students’ effective performance. According to Bayo

(2005) the availability of continuous assessment in learning process have the

potency for motivating and focusing learners’ attention on the lesson being

presented.

        According to Obi (2003), a good continuous assessment can make the

following contributions. Promote the development of ready skills and

encourage long term habits through ready, listening and etc those learning

habits from the key to continuous success in school and to the personal

encouragement of leisure this throughout line. Assessment is not merely

testing (Osokoya, 2006), it is a process through which the quality of an

individual work or performance is judged (Mwebaza, 2010). In relation to

school setting. Greaney (2001) defines assessment as any procedure or

activity that is designed to collect information about the knowledge, attitude,

or skills of the learner or group of learners. Thus, in the context of education,

assessment can be defined as a predetermined process through which the

quality of a student’s performance in the three domains of educational

objectives (cognitive, affective, and psychomotor) is judged. Assessment of

students learning of curriculum contents in the area of knowledge, skills, and

values is a major pre-occupation of many educational reforms. This is

because results from such assessment not only provide feedbacks regarding

the educational progress of students but remain the authentic yardstick for

gaining the effectiveness of the teacher, the quality of instruction and in part

the functionality of any curriculum reform. Continuous assessment as an

assessment carried out in an ongoing process (Mwebaza, 2010) is an

objective judgment considered an important part of structured assessment

purposely designed and administered to enable the teacher to evaluate some

aspect of a students learning of a specific time.

        A number of characterizations of continuous assessment exist in the

literature. According to Agawam cited in Mwebaza (2010) continuous

assessment not simply continuous testing. Continuous assessment does not

solely depend on formal tests. Continuous assessment is more than giving a

test; it involves every decision made by the teacher in class to improve

students’ achievement. Continuous assessment as only a part of the field of

educational evaluation is a method of evaluating the process and

achievement of students in educational institutions (Yoloye, 2006). This

means that continuous assessment could be used to predict future student’s

performance in the final examinations and the possible success of individuals

at the work place or on a particular job. Continuous assessment is a

formative evaluation procedure concerned with finding out in a systematic

manner, all gains that a student’s has made in terms of knowledge, attitudes

and skills after a given set of learning experience (Ogunniyi, 2004). A more
comprehensive definition of continuous assessment is given by Ezewu and

Okoye (2007). They see continuous assessment within the educational

context as a systematic and objective process of determining the extent of a

student’s performance and all the expected changes in his behaviour from

the day he enter into a course of study in a continuous and progressive

manner to the end of such a course of study and judicious accumulation of all

pieces of information derived from this purpose, with a view to using them to

guide and shape the students in his learning from time to time and to serve

as bases for important decision about the child.

2.1.2. Aims and Objectives of Continuous Assessment

The primary purpose of assessment is to improve students’ learning and

teachers’ teaching as both respond to the information it provides.

Assessment for learning is an ongoing process that arises out of the

interaction between teaching and learning.

What makes assessment for learning effective is how well the information is

used.

Assessment can do more than simply diagnose and identify students’

learning needs; it can be used to assist improvements across the education

system in a cycle of continuous improvement.

 Students and teachers can use the information gained from

assessment to determine their next teaching and learning steps.

  Parents and families can be kept informed of next plans for teaching

and learning and the progress being made, so they can play an active

role in their children’s learning.

 School leaders can use the information for school-wide planning, to

support their teachers and determine professional development needs.

 Communities and Boards of Trustees can use assessment information

to assist their governance role and their decisions about staffing and

resourcing.

 The Education Review Office can use assessment information to

inform their advice for school improvement.

 The Ministry of Education can use assessment information to

undertake policy review and development at a national level, so that

government funding and policy intervention is targeted appropriately

to support improved student outcomes.

2.1. 3. TYPES OF ASSESSMENT

(a) Pre-assessment or diagnostic assessment

Before creating the instruction, it’s necessary to know for what kind of

students you are creating the instruction. Your goal is to get to know your

student’s strengths, weaknesses and the skills and knowledge they possess

before taking the instruction. Based on the data you have collected, you can

create your instruction.

(b). Formative assessment

Formative assessment is used in the first attempt of developing instruction.

The goal is to monitor student learning to provide feedback. It helps

identifying the first gaps in your instruction. Based on this feedback you’ll

know what to focus on for further expansion for your instruction.

(c). Summative assessment

Summative assessment is aimed at assessing the extent to which the most

important outcomes at the end of the instruction have been reached. But it

measures more: the effectiveness of learning, reactions on the instruction

and the benefits on a long-term base. The long-term benefits can be

determined by following students who attend your course, or test. You are

able to see whether and how they use the learned knowledge, skills and

attitudes.

(d). Confirmative assessment

When your instruction has been implemented in your classroom, it’s still

necessary to take assessment. Your goal with confirmative assessments is to

find out if the instruction is still a success after a year, for example, and if the

way you're teaching is still on point. You could say that a confirmative

assessment is an extensive form of a summative assessment.

(e). Norm-referenced assessment

 This compares a student’s performance against an average norm. This could

be the average national norm for the subject History, for example. Other

example is when the teacher compares the average grade of his or her

students against the average grade of the entire school.

(f). Criterion-referenced assessment

It measures student’s performances against a fixed set of predetermined

criteria or learning standards. It checks what students are expected to know

and be able to do at a specific stage of their education. Criterion-referenced

tests are used to evaluate a specific body of knowledge or skill set, it is a test

to evaluate the curriculum taught in a course.

2.1.4. CHARACTERISTICS OF CONTINUOUS ASSESSMENT

The characteristics of good continuous assessment kept in schools include:

 Different types of learner’s records are kept in the school. The records

must be accurate description of each learner.

 The record should protect the school against litigation in case the

parent become unsatisfied with the report made on their wards.

 It should be completed and comprehensive enough.

 It should be simpler, organized under theme and presented in a

language that is easily understood by every member of the teaching

profession.
 It should be easily retrieved for decision making, counselling and

stored in locked-up steel cabinets to prevent destructions if there are no

electronic storage facilities.

 Continuous assessment is regular assessment of the learning

performance related to a course module and that is separate from

examinations, and accompanied by regular feedback.

 Continuous assessment can take various forms, depending on the final

objectives and competencies. A few examples:

o Regular observation of practical skills or attitudes, e.g. nursing

skills, your team’s collaboration skills, collaboration during tutorials, etc.

o Regular feedback on your portfolio, paper, etc.

o Regular assessment of your verbal language skills.

o Regular testing of your insight into theoretical concepts.

 Continuous assessment can take place within various types of contact

moments, e.g. practicals, workshops, lectures, placements, projects, cases,

etc.

 Continuous assessment is the result of the continuous assessment of

the learning performance on a course module. The assessment task can

verify which developmental process you are going through. The continuous

assessment (partially) counts towards the final mark for the course module.
 Continuous assessment often goes hand in hand with information

about: the assessment criteria, how you performed, what went smoothly,

what went less smoothly, and the things you still have to work on.

2.1.5 IMPLEMENTATION PROBLEMS OF CONTINUOUS ASSESSMENT

Some of the implementation problems include:

1) Comparability of Standard: Comparability of standards arises from the

differences in the quality of tests and other assessment instruments used in

different schools. The ways and manner assessment instruments are

developed and administered in various schools could present problems in

scoring and grading of achievement in various school subjects.

2) Record Keeping and Continuity of Records: Continuous assessment

cannot be meaningful except there is a meticulous keeping of accurate

records for each students/pupils throughout the child’s period of schooling.

Since these records are expected to be cumulative from class-to-class and

from school-to-school, there is the need for some uniformity in the kinds of

records kept and the format for keeping such records. A child with the same

level of education can move from one school to another because of parents

transfer from one place to the other. This will lead to the transferring the

child’s records from the previous school to the new one.

3) Storage Facilities: In continuous assessment, associated with the

problem of record keeping is the storage facility for safe keeping of records.

Most primary and secondary are poorly equipped for such a function.

4) Unqualified Personnel: There are no qualified personnel to implement

and operate continuous assessment. Many teachers do not possess the

necessary skills in developing valid assessment instruments for the evaluation

of behavioural outcomes in the three domains. Continuous assessment

requires the overall ability of every child in terms of cognitive, affective and

psychomotor.

5) Large Number of Students: For effective assessment, the teacher

needs to spend time on each child by helping and observing. The teacher has

to teach less number of students per class. By this, the teacher will teach,

assess and provide feedback to the children individually. Presently the

number of students per class can be more than fifty. This makes it too

difficult for teachers to teach and evaluate effectively, even if they have the

competency.

6) Misinterpretation of Guideline: Some principals and teachers think

that assessments are limited to paper and pencil tests and examination.

Teachers can summarize pupils score, class work and assignments to make

up a grade for a given period. Teachers seem to be confused in the amount

of material content that should be covered by each test. In other words,

should a test cover only the materials taught after an assignment has been
 made or should the test content be extended to the earlier and related

materials taught after the preceding tests. Harbor-Ibeaja and Nworgu (1986)

reported that most teachers opined that each test should include the earlier

and related materials taught before and after each preceding test. This is

necessary because a test limited in content to the materials taught after the

last test would not give the students an opportunity to use knowledge which

has been acquired before the last test. Besides, that would not make for an

effective transfer of knowledge on the part of the students coupled with the

need for adequate vertical integration of the subject content by the teacher.

Problems of Assessing the Non-Cognitive Domain

Practicing teachers find it easier to assess the cognitive with paper and pencil

tests rather than non-cognitive. The instruments like likert-scale, inventory,

questionnaires, attitudinal scale and observational schedules needed to

gather evaluation data on the affective and psychomotor domain are not

really available in the Nigerian secondary schools and primary schools. It

means that if these teachers must assess these aspects of the learner, they

must develop those instruments themselves.

2.1.6 CHALLENGES OF CONTINUOUS ASSESSMENT

1. As teachers assess their own students, one cannot guarantee that the

standards are the same across schools. This is so because the assessment

instruments may focus on different topics and grading system.

2. It is poorly implemented because of the absence of proper monitoring

programme.

3. Teachers lack the expertise required in analyzing assessment

information, particularly those dealing with analysis and processing.

4. Pupils see continuous assessment as requiring extra work and they

therefore tend to dislike it.

5. Generally, classes have become too large for proper execution of

continuous assessment.

6. Because the scores obtained in different assessments have to be

combined, a problem arises as these scores may not be based on the same

scale.

7. Teachers’ attitude towards continuous assessment is negative as they

have to do extra work.

8. There is shortage of assessment instruments and many teachers lack

the skill of instrument construction and they would construct poor

instruments.

9. The need to accumulate all assessments requires that the records

have to be available. Extra work of record keeping on the part of the teacher

therefore becomes the norm rather than an exception. Other occurring

challenges against the smooth implementation of continuous assessment in

our schools include:

10. Non-availability of continuous assessment guidelines in schools.

11. Lack of induction training and refresher courses for teachers on

continuous assessment.

12. Truancy and irregular pupils’ attendance.

13. Low morale on the part of teachers.

14. Incompetence in the operation of continuous assessment.

15. Lack of uniformity and standardization of continuous assessment

practices.

16. Teachers’ unethical behaviour in the award of continuous assessment

marks.

17. Parents’ ignorance on the usefulness of continuous assessment.

2.1.7 REASONS FOR CONTINUOUS ASSESSMEMT

Five top reasons are stated bellow:

 To identify gaps in performance and learning needs (pre-assessment)

 To encourage and support learning (continuous assessment)

 To measure learning and improve achievement (continuous

assessment)

 To prepare learners for the next step in the learning journey (post-

assessment)

 To seek feedback and areas of improvement in the instructional design

process (continuous assessment)

Assessment is a collaborative and ongoing process. It is about both me as an

instructional designer and my learner as the key customer. By leveraging a

continuous two-way feedback process, assessment can help learners take

responsibility for their own learning and help instructional designers become

more responsible about the design of appropriate learning interventions.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 RESEARCH DESIGN

The research design adopted in conducting this study is survey. Survey
research design is selected because it allow for drawing inferences. Survey
research studies population by selecting samples chosen from the
population to discover the distribution and interrelations of variables. Survey
research also focuses on people, their beliefs, opinions, attitudes,
motivations, and behaviors. This type of research design is also applicable
when studying relations among sociological and psychological variables. The
essence of this design is to make inferences about the population under
study, using the sample drawn from the study. Isangedighi, Asim and Ekuri,
(2004; Kertinger, 1986).

3.2 AREA Of STUDY

As the topic indicates, the research area is Akamkpa Local Government
Area. Akamkpa Local Government is one of the eighty (18) Local
Government Councils in Cross River State. The study covers four Schools in
Akamkpa I State Constituency.

3.3 POPULATION OF THE STUDY

The population of the study consists of four (4) selected Public Secondary
Schools in Akamkpa Local Government Area. These are: Government Day
Secondary School Akamkpa, Onun Comprehensive Secondary School,
Mbarakom- Akamkpa, Government Science School, Akamkpa Town and
Government Technical School, Obung- Akamkpa. 

3.4 SAMPLING TECHNIQUE

The sampling technique adopted for the study was the simple random
sampling techniques which refers to the sampling procedure whereby the
cases in the defined population have an equal chance to being drawn and
the sampling each case from the pool of cases is independent of the
sampling of another cases (Denga and Ali, 1986). The main purposes
compose a sample that will yield research data that can be generalized to a
larger population. This technique employed by the researcher is the
balloting method where each element is selected without bias. The
investigator exercises no control over whom or what will be selected.

3.5 SAMPLE
The sample of this study is made up of two hundred (200) respondents
randomly selected from four secondary schools in Akamkpa Local
Government Area of Cross River State.

A breakdown of the sample shows that 120 respondents were selected from
Government Day Secondary and Onun Comprehensive High Schools while
80 respondents were selected from Government Science School, Akamkpa
and Government Technical College, Obung-Akamkpa.

3.6 INSTRUMENTATION
The measuring instrument used for this study was the questionnaire
designed by the researcher. The section ‘A’ was designed to collect
demographic data of the respondents. Section ‘B’ was designed to measure
the effect of continuous assessment on the performance of students in
Social Studies in Akamkpa Local Government Area. The measuring
instrument was a four point likert type scale. Each response was given a
degree of scores, which range from one to four as presented below:

SA - Strongly Agree - 4 Points

A - Agree - 3 Points

D - Disagree - 2 Points

SD - Strongly Disagree - 1 Point

Section ‘B’ was further subdivided into four sections (I) to (IV) based
on the research hypotheses.

3.7 VALIDATION OF INSTRUMENT

Validation refers to the degree to which an instrument measures

whatever it is supposed to be measuring. The items in the questionnaires
were constructed in reflection of the variables and hypotheses for the study.
Before administering the questionnaire, items were given to experts in
research and statistics for screening and finally to the supervisor who rated
the items.

Those found relevant were retained and the irrelevant items were
dropped. Through this method, both face and content validity were
ascertained by the expert and the supervisor.
3.8 RELIABILITY OF THE INSTRUMENT

Reliability is the degree of consistency with which an instrument

measures whatever it is supposed to be measuring. To ensure that the
instrument measures what it was supposed to be measuring, a pilot testing
was done in the population area. A test retest method of reliability was
done. Here the researcher gave the questionnaire to the respondents to
complete and after two weeks’ interval they were again given the same
questionnaire to complete. The scores for the two administrations were
correlated. The reliability estimate ranges from 0.79 to 0.84.

3.9 DATA COLLECTION PROCEDURE

The questionnaire was administered in the research area. The students

were informed of the exercise and the importance to participate also giving
objective and reliable responses.

The researcher administered the questionnaire personally with the help

of some friends. At the end of the exercise, two hundred (200)
questionnaires were successfully completed and used for the study.

3.10 DATA PRESENTATION/SCORING

A four point likert type scale was adopted for the study. The scoring of
the instrument was done with the help of the scoring key. It is scored as
follows:

SA - Strongly Agree --- 4 Points

A - Agree --- 3 Points
D - Disagree --- 2 Points
SD - Strongly Disagree --- 1 Point
However, the scoring was reversed for negatively worded items.
3.11 PROCEDURE FOR DATA ANALYSIS
 Test the hypotheses for the study, dependent and independent variables
as well as the statistical techniques employed were identified and presented
as shown below:

Hypothesis One:
1. There is no significant relationship between the effect of continuous

assessment and the performance of students;

Independent variable: Effect of continuous assessment

Dependent variable: Performance of students
Statistical test: Pearson Product moment Correlation Analysis

Hypothesis Two:
2. There is no significant relationship between teachers and students

involvement in continuous assessment;

Independent variable: Teachers and students

Dependent variable: Involvement in continuous assessment
Statistical test: Pearson Product Moment Correlation Analysis

Hypothesis three:
3. There is no significant role played by teachers in promoting continuous
assessment in schools.

Independent variable: Role played by teachers

Dependent variable: In promoting continuous assessment in schools

Statistical test: Pearson Product Moment Correlation Analysis

Hypothesis Four:

There is no significant problem pose by continuous assessment on teachers

and students.
Independent variable: Problem pose by continuous assessment
Dependent variable: On teachers and students

Statistical test: Pearson Product Moment Correlation Analysis.

CHAPTER FOUR
Results and Discussion

This chapter deals with the result of the statistical analysis of data
gathered for the study as well as their discussion and interpretations are
presented. The presentation of the data was done following the trend of the
four hypotheses directing the study.

4.1 Hypothesis by Hypothesis Presentation of Result

In this section, each hypothesis is re-stated in the null form, the

variables are identified and the result of the statistical analysis carried out to
test the hypotheses are presented and interpreted. The 0.05 level of
significance was used for the statistical testing of each hypothesis.

4.1.1 Hypothesis One

There is significant relationship between the effect of continuous

assessment and the performance of students.

Independent variable is effect of continuous assessment.

Dependent variable is Performance of students.
Pearson Product Moment Correlation Analysis was employed to test
the hypothesis. The result of the analysis was presented in Table 1.

Table 1
Pearson Product Moment Correlation Analysis of relationship
between effect of continuous assessment and performance of
students. (N=200)

∑x ∑x 2 ∑xy
Variables ∑y ∑y 2 r. value

Effect of continuous assessment 3346 6378

75721 0.48
Performance of students 3168 5468

Significant at .05 level, critical r= .138 df= 198

The result of the statistical analysis as presented in Table 1 revealed that
the calculated r. value of 0.48 at .05 level of significance with 198 degree of
freedom. The result is significant, the null hypothesis was rejected. This
means that there is a significant relationship between the effect of
continuous assessment and the performance of students.
 4.1.2 Hypothesis Two
There is significant relationship between teachers and students involvement
in continuous assessment;
Independent variable is teachers and students.
Dependent variable is involvement in continuous assessment.
Pearson Product Moment Correlation Analysis was employed to test
the hypothesis. The result of the analysis is presented in Table 2.
Table 2
Pearson Product Moment Correlation Analysis of relationship
between teachers and students involvement in continuous
assessment (N=200)

Significant at .05 level, critical r= .138 df= 198

∑x ∑x 2 ∑xy
Variables ∑y ∑y 2 r. value

Teachers and Students 3146 5459

77215 0.62
Involvement in continuous assessment 3168 5468

The result of the statistical analysis as presented in Table 2 revealed

that the calculated r. value of 0.62 is greater than the critical r. value of .
138 at .05 level of significance with 198 degree of freedom. The result is
significant, the null hypothesis was rejected. This implies that there is a
significant relationship between the teachers and students involvement in
continuous assessment

4.1.3 Hypothesis Three

5. There is significant role played by teachers in promoting continuous
assessment in schools.
6. Independent variable is role played by teachers. Dependent variable is
promoting continuous assessment in schools.

Pearson Product Moment Correlation Analysis was employed to test the

hypothesis. The result of the analysis was presented in Table 3.

Table 3
Pearson Product Moment Correlation Analysis of relationship
between the role played by teachers in promoting continuous
assessment in schools.(N=200)

∑x ∑x 2 ∑xy
Variables ∑y ∑y 2 r. value

Role played by teachers 3546 6759

84158 0.56
In promoting continuous assessment in schools 3168 5468

Significant at .05 level, critical r= .138 df= 198

The result of the statistical analysis as presented in Table 3 revealed that
the calculated r. value of 0.56 is greater than the critical r. value of.138 at .
05 level of significance with 198 degree of freedom. The result is significant,
the null hypothesis was rejected. This means that there is a significant role
played by teachers in promoting continuous assessment in schools.
4.1.4 Hypothesis Four
There is significant problem pose by continuous assessment on teachers and
students.
Independent variable is, Problem pose by continuous assessment.
Dependent variable is, on teachers and students. Pearson Product Moment
Correlation Analysis was employed to test the hypothesis. The result of the
analysis was presented in Table 4.

Table 4
Pearson Product Moment Correlation Analysis of relationship
between problems pose by continuous assessment on teachers and
students. (N=200)
∑x ∑x 2 ∑xy
Variables ∑y ∑y 2 r. value

Problems pose by
Continuous assessment 3246 6347
74325 0.50
On teachers and students 3168 5468

Significant at .05 level, critical r= .138 df= 198

The result of the statistical analysis as presented in Table 4 revealed
that the calculated r. value of 0.50 is greater than the critical r. value of.138
at .05 level of significance with 198 degree of freedom. The result is
significant, the null hypothesis was rejected. The result is significant, the
null hypothesis was rejected. This means there is a significant problem pose
by continuous assessment on teachers and students.

4.2 Discussion of Findings

This section is concerned with the discussion of finding of the

hypotheses directing the study. The discussion will be done hypothesis by
hypothesis.
4.2.1 Hypothesis One

The result of the first hypothesis revealed that there is significant

relationship between the effect of continuous assessment and the
performance of students. The finding is in line with Greaney, (2001) defines
assessment as any procedure or activity that is designed to collect
information about the knowledge, attitude, or skills of the learner or group
of learners. Thus, in the context of education, assessment can be defined as
a predetermined process through which the quality of a student’s
performance in the three domains of educational objectives (cognitive,
affective, and psychomotor) is judged.

1.2.2 Hypothesis Two

7. The result of the second hypothesis revealed that there is significant
relationship between teachers and students involvement in continuous
assessment.

The finding is in line with Obi (2003), asserts that a good continuous
assessment can make the following contributions. Promote the development
of ready skills and encourage long term habits through reading, listening
and etc those learning habits from the key to continuous success in school
and to the personal encouragement of leisure this throughout line.

1.2.3 Hypothesis Three

The result of the third hypothesis revealed that there is significant role
played by teachers in promoting continuous assessment in schools. The
finding is in line with Adebowale, O. F., & Alao, K. A. (2008) “assessment
enables the school to achieve an overall objective of having as complete a
record of the growth and progress of each pupil as possible in order to make
unbiased judgments in the cognitive, affective, and psychomotor evaluation
in the classroom”. Assessment results are used by stakeholders and
practitioners in the evaluation of the entire educational system, motivating
students to perform better, improving instructional planning and content, as
well as certifying students as having attained specific levels of
achievements. Continuous assessment (CA) is an important part of the
evaluation of students’ achievement in Nigeria.

4.2.4 Hypothesis Four

The result of the fourth hypothesis revealed that there is significant problem
pose by continuous assessment on teachers and students.
The finding is in line with Ntiko, J.N. (2001) defines assessment as “a
process for obtaining information that is used for making decisions about
student, curricula and programmes, and educational policy”. It can therefore
be a process of collecting information about student learning and
performance to improve education. It helps in measuring student’s ability in
acquiring certain behaviour or a specific knowledge for a particular subject,
and provides the basis of ascertaining the quality of education at all levels.

CHAPTER FIVE
Summary, Conclusion and Recommendations
This chapter deals with the summary and conclusion of the entire study.
This chapter is therefore presented under the following sub-headings

i. Summary of the study

ii. Conclusion
iii. Recommendation (s)

1.1 Summary of the study

The main purpose of the study was to investigate the effect of
continuous assessment on the performance of students in social studies
in Akamkpa Local Government Area of Cross River State. To achieve the
 purpose of the study, the following null hypotheses were formulated to
guide the study.
i. There is no significant relationship between the effect of

continuous assessment and the performance of students;

ii. There is no significant relationship between teachers and

students involvement in continuous assessment;

iii. There is no significant role played by teachers in promoting

continuous assessment in schools.

iv. There is no significant problem pose by continuous assessment

on teachers and students.
Literature was reviewed according to the hypotheses directing
study. Survey research design was adopted for the study. The essence
of the design was to allow researchers make inference about the
population. Total samples of two hundred (200) respondents were
randomly selected for the study. The selection was done through the
simple random sampling technique. This was to give every member of
the population equal and independent opportunity of being selected for
the study. The questionnaire was the main instrument used for data
collection. It was designed by the researcher under the supervisors’
guide that gave its face and content validity. To test the hypotheses
and to ascertain whether to accept or reject them, Pearson product
moment correlation analysis was employed as the most appropriate
statistical technique to test the hypotheses. The 0.05 level of
significance was used for the statistical testing of each hypothesis with
critical values and degree of freedom.

The result of the analysis revealed that continuous assessment is an

indices for educational excellence. Based on the findings of the study, it was
recommended that Continuous assessment (CA) is an important part of the

evaluation of students’ achievement in Nigeria and should be taken seriously.

1.2 CONCLUSION
Based on the result of finding of the study, the following conclusion
was made.
i. There is significant relationship between the effect of
continuous assessment and the performance of students;
ii. There is significant relationship between teachers and students
involvement in continuous assessment;
iii. There is significant role played by teachers in promoting
continuous assessment in schools.
iv. There is significant problem pose by continuous assessment on
teachers and students.

1.3 RECOMMENDATIONS
Based on the result of the finding of the study and their implication
for the future of educational process and the country as a whole, the
following recommendations were made:
i. The public sector should encourage the growth of quality
education.
ii. Government should employ quality teachers into schools.
iii. Salaries of teachers should be increased to boost their moral
towards developing quality education.
iv. Seminars on the need for continuous assessment should be
organized to sensitize the students.
v. Workshop on various innovations in education should be
organized to enhance delivery of quality education.

1.4 SUGGESTIONS FOR FURTHER STUDY

 While the researcher will not claim that the study is conclusive, he
will hold that the wheel of research on continuous assessment be
kept rolling with the following suggestions:
i. A study of this nature should be carried out in the entire state
to make provision for results generalization.
ii. The replication of the study with either same or different
population to ascertain the validity and reliability of the present
findings.
iii. A similar study should be carried out on variables not previously
investigated.

REFERENCES

Akamkpa, Journal of education (1998), Vol. 2 published by the Cross River

State College of education, Akamkpa 1 (1) 110-115

Denga, D.I. (1991), Nigerian Education Proposals for a smooth voyage to

the year 2000 and beyond. Rapid Education Publishers limited.

Denga, D. I. (1986), Guidance and counseling in the school and non-school

settings: Centaur Press Limited.

Joshua, M. T. (2005), Fundamentals of test and measurement in education :

University of Calabar Press.
 Journal of Education Issues, (1997), Vol. 1 A biannual publication of school
of education, Cross River State College of Education, Akamkpa.

Isangedigi, A. J. (1995), Discipline and Classroom teaching education for

today. A journal of the faculty of education , University of Calabar, 1 (1) 100-
108

Nwachukwu, D. N. (2007), The Teacher Counselor for today’s school.

University of Calabar Press.

Osuala, E. C. (2000), Introduction to Research Methodology . African First

Publisher.

Tai, Ajayi (1995), the role of Parent in behavior adjustment in schools . The
Calabar Counselor 1 (1) 133-138

Uche, S. C. and Enukoha, O. I. (2004), Professional Skills for Effective

Teaching. Stiffaith Prints and Suppliers; Publishing Company.

QUESTIONNAIRE

QUESTIONNAIRE ON EFFECT OF CONTINUOUS ASSESSMENT ON

THE ACADEMIC PERFORMANCE OF STUDENTS IN SOCIAL STUDIES
IN AKAMKPA LOCAL GOVERNMENT AREA OF CROSS RIVER STATE.

Dear Respondent,

I am pleased to inform you that the Department of Education Administration,

Chukwu Emeka Odumegu Ojukwu (Formerly Anambra State University) has
given an approval for research study to be carried out on effect of continuous
assessment on the academic performance of students in social studies in
Akamkpa Local Government Area.

This questionnaire is aimed at collating information on effect of

continuous assessment on the academic performance of students in
Akamkpas. I therefore solicit your cooperation to help me gather the data.

Your response will be used strictly for our academic purpose and will
be kept confidential.

Thanks in advance for your honest participation.

Yours faithfully,

Eret, Raphael Ndifon

Researcher

SECTION A
PERSONAL DATA
INSTRUCTIONS: Please tick (√) in the box that correspond your
opinion and data
Name of school: Pin Margaret Secondary School, Calabar
Class: SS3
Age: 15-18( ), 19-20( ), 21 and above ( )
Sex: Male ( ), Female ( )
Occupation: Student ( ), Teacher ( ), Farmer ( )
Qualification: (for teachers only): TCii ( ), NCE ( ), B.Ed. ( ), M.Sc. ( ),
Ph.D ( )
SECTION B

Please (√) where appropriate

SA - Strongly Agreed
A - Agreed
D- Disagreed
SD - Strongly Disagreed

S/N ITEMS SA A D SD
THE EFFECT OF CONTINUOUS ASSESSMENT
AND THE PERFORMANCE OF STUDENTS

1. Assessment enhance students’ metacognition.

2 Continuous Assessment helps them make judgments about their
own learning
3 continuous assessment was thought the best systematic method
of evaluating a student
4 continuous assessment can only be effective if it is systematic,
comprehensive, and cumulative and guidance oriented
5 Continuous assessment will not be successful without the dutiful
commitment, diligence and sacrifice on the side of the teachers.
TEACHERS AND STUDENTS INVOLVEMENT IN
CONTINUOUS ASSESSMENT
6 Teachers are responsible for implementation of continuous
assessment in schools
7 For effective assessment, the teacher needs to spend time on
each child by helping and observing.
8 Continuous assessment should be a basis for passage of exams
9 Students perform well if there competition in test writing
10 Some teachers are reluctant of assessing the students
ROLE PLAYED BY TEACHERS IN PROMOTING
CONTINUOUS ASSESSMENT IN SCHOOLS.
11 The goal is to monitor student learning to provide feedback
12 Weekly assessment of students by administering tests
13 The teacher will teach, assess and provide feedback to the
children individually
14 Teachers are responsible for none performance of students in
schools
15 Some teachers are not qualified to teach