THE ROLE OF CONTINUOUS ASSESSMENT IN TEACHING AND LEARNING OF ECONOMICS IN ENUGU SOUTH L.G.A OF ENUGU STATE
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THE ROLE OF
CONTINUOUS ASSESSMENT IN TEACHING AND LEARNING OF ECONOMICS IN ENUGU SOUTH
L.G.A OF ENUGU STATE
Abstract
The study
was carried out to determine the role of continuous assessment in teaching and
learning of Economics in Enugu South L.G.A.
Specifically, the objective of the study include the following (i) To
find out the extent of teacher compliance with the continuous assessment
standards. (ii) To determine the ways of assisting teachers in improving upon
their skill in continuous assessment practices in Economics thereby enhancing
the optimum performance of the students.
The instrument used for data collection was questionnaire, which was
based on the three research questions. The sample for the study consisted of 32
respondents out of twenty selected schools in the zone. Frequencies and percentages were employed for
analyzing the data collected. In the
analysis, the following were observed: (i) Exposing Economics teachers to
regular seminars and workshops on item construction sharpen their skill, (ii)
Continuous assessment procedure facilitates guidance function in a school both
in the learning and preparation for a career.
(iii) Assessment is an integral part of the teaching process. Based on this, recommendations were
made. First, the primary school
Education Board should always be organizing conferences, workshops and seminars
on Economics for secondary school teachers as a way of enhancing their
efficiency in teaching Economics.
Secondly, the society should be re-oriented towards having positive
attitude in Economics. Thirdly, the
students should be made to understand the important of Economics in their
lives. And lastly, the Government should supply to school adequate materials
for the teaching and learning of Economics.
CHAPTER ONE
INTRODUCTION
This chapter deals with the Background
of the Study, Statement of Problem, Problem of Study, Significance of the
Study, Research Question, Limitation of the study and Definitions of Terms.
1.1 Background of the Study
The National Policy on Education (NPE)
introduced some noble ideas at Channeling Education to the development of
Nigeria’s economic, political, sociological and human resources. One of the innovative ideas in the policy is
the liberalization of the Educational assessment and evaluation by using them
in part or in whole on continuous assessment of the progress of the individual
(Federal Republic of Nigeria F.R.N 2004)
Prior to the institution of continuous
assessment procedure of evaluation, one-short.
Summative evaluation was practice under this system of assessment
emphasis is on decision at the end of the term or year. One short coming of this practice is that it
is too late to help pupils or students improve on their learning because most
of them would be going on to their classes, courses or topic. As a result, Education System (including the
pupils, the teachers, the curricula and the administrators) is denied
opportunity for meaning full growth. It
is unwise and unnecessary to deny the educational system this essential
feedback. The one-short summative
evaluation has been rigorously criticized (Mkpa:1986, Igwebuike:1987,
Ohuche:1988, Ekwonye:1986) Mkpa:1986 observed that it constituted a threat to
learners who saw the examination as the sole determinant of their future
academic and career destines. Ohuche:
(1988) also pointed out that teachers could not introduce innovation both in
the teaching and evaluation of their students Partly because of the “Straight
Jacket” syllabuses followed by the examining bodies and partly because teachers
were not meaningfully involved in the evaluative part of their job.
Therefore the continuous assessment
system was aim at correcting the anomalies inherent in the one-short summative
evaluation. Another reason for the
adoption of the strategy of continuous assessment is for a careful analysis of
the concept of assessment as an integral part.
It is therefore reasonable that the teacher should be involved in the
final assessment of the students he or she has taught. If we have a system
whereby student earn a substantial part of their final rating from school
work. They will come to realize that
passing or failing does not depend solely on performance in final examination. The National Steering Committee on continuous
assessment on the weights to be used in combining school assessment with the
final Examination at the end of senior secondary school recommends as follows:
First Year -
10%, Second year - 20%, third year - 30% and Final Exam (WAEC or NECO) –
40%. It is felt that weights should
increase progressively so that test taken earlier in the courses carry less
weight than those taken towards the end.
This is necessary for instance, in order not to un-duty penalize a pupil
who might be poor at the beginning but has been making a steady progress so
that he has reached a high level of performance at the end of the course. At the same time the system discourages
complacency on the part of the initially brilliant students.
There is
considerable evidence, which suggest that the implementation of continuous
assessment has a number of problems.
Ekwonye: (1987), Nzewi:(1990) and Eze: (1990) observed that problems
exist in the implement of continuous assessment in all subject areas. In Geography for instance, Ewusie, Duru
Okpala and Onyekwelu (1988) investigated the practice of continuous assessment
among Geography teachers in Awka Local Government Area of Anambra State. According to them, the problem hindering the
practice of continuous assessment in geography is as follows:
“Inadequate
supply of teaching aids, dearth of geography teachers. Heavy teaching loads, inadequate time for
test and recording, lack of interest and dodging or test”.
Egwu, Elewa
and Shintoho (1989) also pointed out that geography teachers in Benue and Ondo
states are unqualified to implement some aspects of the new subject curriculum
in which continuous assessment is part.
Other identifiable problems include high pupil/teacher’s ratio. The makes it very difficult if not impossible
for a teacher to assess up to 40 students effectively especially with non-test
instrument.
1.2 Statement of Problem
Continuous assessment just like any
other government policy cannot be implemented effectively if there are
underlying problem. (Ortyo-Yande;1988).
Economics as one of the subjects taught in the secondary school also has
its own share of these identifiable problems.
An identification of existing problems will provide an insight on the
impediment that prevents Economics teachers from complying with the spelt out
guidelines on its implementation.
Most economics teachers lack the skills
on process as well as the practice of keeping the records of children’s
achievement as they are scored and graded and according to the weightings given
to each component area that has been assessed.
Another problem most economics teachers
face is that of incompetence in developing valid assessment instrument for
evaluation of behavioral outcomes in the three domains. Most economics teachers seem to be confused
in the amount of material content that should be covered by each test. Most economics teachers are of the opinion
that each test should include the earlier her and related materials taught
before and after each preceding test.
To operate continuous assessment
effectively, economics teachers need to spend time on each child helping and
observing. This implies that the teacher has to teach less number of students
per class. At present, the number of
student per class is enormous. This makes it difficult for teachers to teach
and evaluate effectively.
This research work intends to examine
the role of Continuous Assessment in Teaching and Learning of Economics. (A CASE STUDY OF ENUGU SOUTH LOCAL GOVERNMENT
AREA).
1.3 Purpose of the Study
The general purpose of this study is to
ascertain the status of the implementation and role of Continuous Assessment by
Economic teachers in Agbani Educational zone.
Specifically, the objectives of the
studies include the following:
(i) To find out the extent of
teachers compliance with the continuous assessment standards.
(ii) To determine the ways of
assisting teachers in improving upon their skill in continuous assessment
practice in Economics thereby enhancing the optimum performance of the
students.
(iii) To identify the factors that
militates against Economic teacher’s compliance with the laid down guidelines
for continuous assessment.
1.4 Significance of the Study
The effective implementation of
Continuous Assessment (C.A) has beneficial effects to the learners, Teacher’s
Parents or guardian and the educational system general. This is due to the fact that Continuous
Assessment is more useful, practical, comprehensive and systematic than the
traditional. One-shot summative
examination system (ALI and Akabue:1989) in addition of being guidance
oriented.
It encourages good study habits among
student. Students will see the need to
work continuously at their studies rather than engaging in what may be termed
“massed” learning towards the end of the year.
It will also lead student getting feedbacks on their efforts. This system of assessment will also tend to
ensure that on the part of the teacher he will have opportunity of introducing
innovative ideas into his teaching. He
too will get feedback about which of his methods are achieving desired results
and which are not.
To the educational system, continuous
assessment provides objective data on whether the standard of education is
falling or rising. Parents/guardians are
also afforded of opportunity of being informed of the holistic assessment of
their children performance.
1.5 Scope of the Study
The study is united to the practices
and problems encountered by economics teachers in the implementation of
continuous assessment in Agbani Educational Zone. Only one educational zone will be covered in
the study.
1.6 Research Questions
This study sought to answer the
following Research Questions.
(i) To what extent do economics
teachers in Agbani education zone comply with the continuous assessment
guidelines?
(ii) In what ways can the economic
teachers be assisted to improve on their skills in continuous assessment
practice with a view to enhance student optimum performance?
(iii) What factors militate against the
effective compliance with continuous assessment standard by economics teachers
in Agbani Educational Zone?
1.7 Limitation of the Study
Irrespective of the efforts put in the
research to make it a reality, there are still some obstacles, which hinderers
and delayed the study and made it not to be moving as it supposed. These setbacks include the following:
(i) Time:
There is wastage of time in the study irrespective of other programmes
at hand, there needs to run ups and down in order to meet up to the needs of
the study (ie to make it a successful one)
(ii) Wastage of Energy:In making the research,
much stress is being encountered in the process thereby making the write-up or
creation of the research to be too monotonous to the researchers.
(iii) Fund:-
This is an inheritable hindrance in the research work. Money being needed to finance study but fund
is supposed to be limitless to the researchers has a very limited fund to
finance their work. Fund therefore,
handicapped the research work.
1.8 Definition of Terms
The following terms are used in this
research work expressly or impliedly.
a) Education: Education in the largest sense is any
act or experience that has a formative effect on the mind character or physical
ability of an individual.
b) Continuous Assessment: Evaluation of a pupil’s progress throughout
the course of study.
c) Innovation: Act of bringing in new methods, ideas,
etc. make changes.
d) Role: A person’s or thing’s functions.
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