AN ASSESSMENT ON THE IMPACT OF PERIODIC ASSESSMENT TESTS ON THE ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1  BACKGROUND OF THE STUDY          

Exams and assessments are an important part of our educational program. They are held both officially and informally at almost all levels of education, and they serve a number of purposes. Exams and assessments may be conceived of as having primarily educational goals in the limited sense (Kayode Odumosu, 2003). The majority of 'internal' tests and evaluations administered by instructors and schools tend to satisfy one or more of these educational purposes. Other exams, such as those administered 'externally' by recognized examining boards and professional groups, have the same fundamental educational goal: to evaluate a student's achievement at the conclusion of a term of study. Any school's major responsibility is to guarantee successful teaching and learning, in which assessment and examination, a kind of evaluation, play an important role, particularly in making decisions concerning school programs (Ijaya Amuda, 2002). Quality education is critical to a nation's social stability because it promotes vital human ideals such as equality, tolerance, and peace. These principles contribute to long-term national growth, environmental conservation, and better family health, as well as responsible engagement in democratic, social, and political processes (Durodola and Olude, 2005). "For any country to be strong, unified, and self-reliant, and to have a vast and dynamic economy, such a nation must be scientifically oriented," states the Nigerian Policy on Education, recognizing science's enormous contributions to the nation's educational and economic growth. As a result, the overarching goal of education should be to instill in students the desired information, skills, values, and attitude. How assessing learners at various stages to evaluate their levels of performance is the only way to establish if they gain much from a system of education.

The assessment acts as a barometer for determining a student's educational accomplishment result. Assessment helps the school to reach the ultimate goal of having a thorough record of each pupil's development and progress in order to make impartial judgments in the classroom on cognitive, affective, and psychomotor assessment. According to Kayode Odumosu (2003), instructors must evaluate students using a classroom technique such as continuous assessment. Continuous assessment is an approach for assessing student performance and applying those findings to increase pupil success, as opposed to testing (for certification, promotion, or placement, which is generally commercial) (Equanim Quwab, 2003).

According to Musa Damina, (2000), academic accomplishment refers to the quality of outcomes achieved by students as evidenced in their examination scores. Greater C.A. indicates more incentive on the side of pupils, and it is believed that success would rise as a result. Students are often encouraged to learn via continuous assessment. The teacher interprets motivation as "the urge to work independently either applying oneself to one's work, interest in one's task or course he has chosen, the desire for a good qualification and good employment, determination to pass examination or a defined goal which one has set for himself, and sustenance of enthusiasm," according to Beard and Seniour (1980). This study therefore, intends to find out the impact of periodic assessment test on the academic performance of senior secondary school students

1.2 Statement of the Problem

In the field of education, continuous evaluation is not a new notion. It started decades ago in nations such as the United States and Australia before being implemented in Nigeria in 1977 with the 6 – 3 – 3 – 4 educational system by the National Policy on Education in 1983 (NPE). Continuous assessment was created with the goal of allowing educators to be more active in the overall evaluation of students and allowing for a variety of educational methods (Penny cuik, 1990). As a consequence of the National Policy on Education, it became formally operational in 1985 after the preparation of a handbook for its execution (FRN, 1977, 1998 and 2004).

However, owing to the way it was planned and certain other inherent flaws in operation, continuous assessment has not made the intended impact to students' school achievement. These issues include teachers' techniques for administering continuous assessment, teachers' attitudes toward continuous assessment, students' attitudes toward continuous assessment, teachers' qualifications for administering continuous assessment, and the availability of facilities for successful implementation of continuous assessment in senior secondary schools. It was on this ground that the researcher chooses to investigate the impact of periodic assessment test on the academic performance of senior secondary school students.

1.3 Research Objectives

The general objective of this study is to find out the impact of periodic assessment test on the academic performance of senior secondary school students. Specifically the study will be guided under the following:

i. To examine the effect of continuous assessment test on the academic performance of senior secondary school students.

ii. To find out the benefit of continuous assessment test on senior secondary school students.

iii. To investigate the relationship between continuous assessment test and students academic performance.

iv. To proffer recommendations on how students can use continuous assessment test to attain good academic performance.

1.4 Research Questions

This research work seeks to find answers to the following questions:

i. What are the effect of continuous assessment test on the academic performance of senior secondary school students?

ii. What are the benefit of continuous assessment test on senior secondary school students?

iii. Is there a relationship between continuous assessment test and students academic performance?

iv. What are the recommendations on how students can use continuous assessment test to attain good academic performance?

1.5 Significance of the Study

This study is significant to policy makers as the national policy on education acknowledges the immense contribution of science to the educational and economic development of the nation by stating that “for any country to be strong united and self-reliant and to have great and dynamic economy, such a nation must be scientifically oriented.

The study is significant to teachers as this will enable them to identify C.A mean score that would provide a more reliable feed back that could be used to predict students’ grades.

This study will be of benefit to the academic community as it will contribute to the existing literature.

1.6 Scope of the Study

The study will examine the effect of continuous assessment test on the academic performance of senior secondary school students. The study will also find out the benefit of continuous assessment test on senior secondary school students. The study will further investigate the relationship between continuous assessment test and students academic performance. Lastly, the study will proffer recommendations on how students can use continuous assessment test to attain good academic performance. Hence this study will be delimited to Lagos State.

1.7 Limitation Of The Study

Just like any other research, unavailability of needed accurate materials on the topic under study, and inability to get data were among the constraints the researcher encountered in the cause of this study. Financial constraint was equally faced by the researcher, in getting relevant materials and in printing and collation of questionnaires. Furthermore, time factor pose another constraint because the researcher have to shuttle between writing of the research and engaging in other academic work which made it uneasy for the researcher.

1.8 Definition of key Terms

Impact: The establishment of a degree or level of interaction or   Influence or direct effect between two or more variables.

The measure of tangible and intangible effects (consequences) on things or entity’s action or influence upon another.

Periodic Assessment: A mechanism whereby the final grading of a pupils cognitive, psychomotor and affective domains are assessed to draw positive or negative conclusion on the child’s academic performance level within a period of time, through the use of a variety of test and no-test measures systematically (Federal Ministry of Education,1980).

Academic performance: Students outcome or output as a result of instrument. It is measured in terms of grades obtained by a student in written, oral or practical test and or examinations.

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