University of Nigeria Research Publications

EZENWA-NEBIFE, D.C.

A

utho

r

PG/M.ED/99/26111

Title

An Evaluation of Continuous Assessment Programme

in State and Federal Government Schools in Cross-River State Secondary Schools.

Facu

lty

Education

Dep

artm

ent

Science Education

Dat

e

December, 2003

Sign

atur

e

AN EVALUATION OF CONTINUOUS ASSESSMENT PROGRAMME IN STATE AND

FEDERAL GOVT. SCHOOLS IN CROSS- RIVER STATE SECONDARY SCHOOLS

EZENWA - NEBIFE D S (MRS) PGI MEDI Sl991261 I I

DEPARTMENT OF SCIENCE EDUCATION UNIVERSITY OF NIGERIA, NSUKKA

AN EVALUATION OF CONTINUOUS ASSESSMENT PROGRAMME IN STATE AND FEDERAL GOVERNMENT SCHOOLS IN CROSS RIVER

STATE SECONDARY SCHOOLS

A PROJECT REPORT PRESENTED TO THE FACULTY OF EDUCATION UNIVERSITY OF NIGERIA, NSUKKA,

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION (M.ED) IN MEASUREMENT AND

EVALUATION

EZENWA- NEBIFE, DOROTHY, CHINWE (MRS) PGI M.ED1 S199126111

APPROVAL PAGE

This project,has been approved for Department of Science Education

University of Nigeria, Nsukka.

Supervisor + Internal E

-.*-t r--/

External Examiner

Dean

CERTIFICATION

EZENWA - NEBIFE DOROTHY, C. a post-graduate Student Reg. PGI

MED/S/99/ 261 11 has satisfactorily completed the requirements for the

course and research work for the degree of masters in Education in

Measurement and Evaluation. The ideas and contents embodied in this

project is original and has not been submitted in part or in full for any other

degree or diploma of university of Nigeria, Nsukka or any other University.

DEDICATION

This Thesis is dedicated to my beloved husband and my four children:

Chikezie, Osita, and Adimoramma, who were patient enough with me

throughout the duration of this course.

May almighty God bless them all.

Amen.

ACKNOWLEDGEMENT

The research is highly and particularly indebted to her project

supervisor: DR 6. G NWORGU whose expert advice and suggestions made

this work feasible.

She is highly indebted to Mr. Ekere, F. O., DR. Ezeudu, Mr. Ezeribe,

Mr. B.C Mmadu, and others who made valuable contributions at one point or

another.

Her gratitude also goes to her beloved mother Mrs. Lucy Iloghalu and

her sister Maryann lloghalu who took custody of her children during the period

she was away for the programme.

Special gratitude goes to her beloved husband and four children who were

patient enough with her throughout the duration of the course.

Also, sincere appreciation and gratitude goes to the following: Cross

River State ministry of education who gave her the express perniission to use

the state secondary schools in the state, the principals of the Federal

Government Colleges in the state, Mr. Ekere F. 0. who typed and proof -

read this paper within a short period of time and made all the necessary

corrections. May God bless all of you in Jesus name. Amen.

EZENWA - NEBIFE D.C (MRS)

Department of Education

TABLE OF CONTENTS

PAGE- -- --

TITLE PAGE-- --

APPROVAL PAGE--

CERTIFICATION-- --

DEDICATION-- --

ACKNOWLEDGEMENT-- --

TABLE OF CONTENTS-- --

LIST OF TABLES-" -- --

ABSTRACT-- -- --

CHAPTER ONE

INTRODUCTION-- --

Background of the Study-- --

Statement of the Problem--

Purpose of the Study-- --

Significance of the Study-- --

Scope of the Study- --

Research Questions-- --

Hypotheses---- -- --

CHAPTER TWO

i

I I

iii

IV

v

vi

vi i

ix

X

REVIEW OF RELATED LITERATURE-- -- -- -- -- 15

Introduction---- -- -- -- -- -- -- -- 16

vii

Concept of Continuous Assessment-- -- -- -- -- 17

Concept of Evaluation and Evaluation models---- --- -- 26

Assessment of Cognitive Domain- -- -- -- -- 32

Advantages and Disadvantages of Continuous Assessment--- 37

Summary of Literature Review-- -- -- -- -- -- 44

CHAPTER THREE

METHODOLOGY AND RESEARCH PROCEDURE--

Research Design-- -- -- --

Area of Study-- -- -- --

Population-- -- -- -- --

Sample and Sampling Techniques--

Instrument for Data Collection-- --

Validation of the Instrument-- --

Reliability of the Instrument-- --

Administration of Instrument- --

Method of Data Analysis-- -- --

CHAPTER FOUR

RESULTS-- -- -- -- -- -- -- --

Introduction---- -- -- -- -- -- --

Research Question One-- -- -- -- -- --

Research Question Two-- -- -- -- -- --

Research Question Three-- -- -- -- --

Research Question Four-- -- -- -- --

Research Question Five-- -- -- -- --

Hypothesis One- -- -- -- -- --

Hypothesis Two- -- -- -- -- --

CHAPTER FIVE

DISCUSSIONS, CONCLUSION, IMPLICATION,

RECOMMENDATION AND SUMMARY-- --

Conclusion-- -- -- -- -- -- --

Educational Implication of the Study -- -- --

Recommendation-- -- -- -- -- --

Limitation of the Study-- -- -- -- --

Suggestion for Further Research-- -- --

Summary of Major Findings-- -- -- --

REFERENCES -- -- --- -- --- --- ---

APPENDICES--- --- --- --- --- --- ---

LIST OF TABLES

Table 4.1 :

Table 4.2:

Table 4.3:

Table 4.4:

Table 45:

Table 4:6:

Table 4:7:

Table 4:8:

Classification of teachers Qualifications, teaching experience and classes taught-- -- -- -- --

Frequency and percentages of responses on the evaluative techniques utilized by the teachers-- -- --

Frequency and Percentages of responses on whether the evaluative techniques are contained in J.S.S and S.S Curriculum.-- -- -- --- -em

Responses on reasons for using the techniques-- --

Reasons why some techniques were not used in assessing students-- -- -- -- -- --

Frequency and percentages of responses on whether the assessment is based on the cognitive domain-- --

Frequency and percentage of responses on the extent coniinuous assessment scores are used for final grading--

x2 value of the test of hypothesis on significant difference b/w evaluative techniques used by federal schools and state schools.-- -- -- -- -- -- ---

The purpose of this study is to evaluate continuous -Assessment

programme in state and Federal Govt. Secondary schools in Cross- River

state in terms of the evaluative techniques utilized for assessing secondary

school continuous assessment programme using survey research design.

Five research questions and two hypothesis were formulated to guide

the study. The research questions are:

What are the evaluative techniques utilized for assessing

continuous assessment in the state and federal secondary schools

in the three domains of cognitive, affective and psychomotor?

Do these evaluative techniques contained in both the junior and

senior secondary school curriculum?

What are the reasons why teachers use or do not use some of

these techniques?

Does greater percentage of assessment of the students based on

the cognitive domain?

To what extent do the students cumulative continuous assessment

marks or scores affect their overall final performance in junior

secondary certificate examination?

The two hypotheses are:

(1) There is no sigiificant difference between the evaluative techniques

utilized for assessing continuous assessment programme in federal Govt.

Colleges and state secondary schools in the three domains of cognitive,

affective and psychomotor.

(2) There is no significant relationship between the effects of cumulative

continuous assessment marks or scores of the federal Govt. Students and

state secondary students with their overall final grade or performance in junior

secondary certificate examination (J.S.C.E)

All the three federal secondary schools in the state, nine state secondary

schools in the state and 120 teachers in the schools were sampled. A

continuous assessment questionnaire was administered to the teachers. The

questionnaire was trial- tested in lkom using two schools outside the sample.

1 The collected data was analysed using percentages and frequency of

responses. The hypotheses were tested using Chi - square and spear-man's .

Rank order correlation Co -efficient statistics.

The following findings were revealed thus:

(1) Majority of the' teachers utilized effectively four techniques in

assessing students in the three domains. These techniques are

tests, assignment, projects and observation, amongest those not

utilized are, anecdotal checklist, inventory, view, rating scale etc.

(2) The reasons for the non-using of some of these techniques were

non-familiarity large class size and ignorant on how to use those w

techniques in assessment.

(3) Greater percentage of the students continuous assessment

programme are still based on the cognitive domain while affective

and psychomotor were minimally assessed.

(4) High cumulative assessment scores results in student coming out

with high grade in their junior secondary certificate examination,

while two cumulative continuous assessment scores result in poor

grade or even failure in junior secondary certificate.

Also on the basis of the hypothesis tested, the following findings were

made:

(1) There was no significant difference between the evaluative

techniques utilized for continuous assessment in the federal and

state secondary schools in the three domains.

(2) There was a positive correlation relationship between the

cumulative continuous assessment grades and junior secondary

certificate grades in federal and state secondary schools.

The findings on implications and recommendations were made on how to

minimize problems of continuous assessment and improve on its correct

implementation. Finally limitations, suggestions for further research, summary

and conclusions were made.

xii

(3) Greater percentage of the students continuous assessment

programme are still based on the cognitive domain while affective

and psychomotor were minimally assessed.

(4) High cumulative assessment scores results in student coming out

with high grade in their junior secondary certificate examination,

while two cumulative continuous assessment scores result in poor

grade or even failure in junior secondary certificate.

Also on the basis of the hypothesis tested, the following findings were

made:

(1) There was no significant difference between the evaluative

techniques utilized for continuous assessment in the federal and

state secondary schools in the three domains.

(2) There was a positive correlation relationship between the

cumulative continuous assessment grades and junior secondary

certificate grades in federal and state secondary sct-1001~.

t h e findings an implications and recommendations were made on how to

minimize problems of continuous assessment and improve on its correct

implementation. Finally limitations, suggestions for further research, summary

and conclusions were made.

CHAPTER ONE

INTRODUCTION

Background to the Problem

Education is a vital industry in the development of any nation. It

is the foundation on which any nation is built. Because of its

importance, the government of any nation invests heavily on it. Also,

government achieves whatever she wants in the society through

education. Therefore the importance of education cannot be over-

emphasized. Education is a continuous process. It is dynamic and

changing just as the society (Denga, 1987).

The educational system in Nigeria has also undergone so many

changes following the changing demands of her changing society.

Formerly, by 1940s to 1960s, the system of education in Nigeria was 8-

5-4 systems. That is a child spends eight years in primary school, five

years in secondary school, and four years in the university. During the

period of eight years, the child moves from class one to class two, then

from class two to standard one, up to standard six before he can take

the first school leaving certificate examination. He leaves the primary

school to secondary school class one to class five where he takes one

single external examination in all the subjects (Denga, 1987).

The current system of education in Nigeria today is the 6-3-3-4

system of education. This system was stipulated in the National Policy

on Education of 1977. This brought about the introduction of continuous

Assessment programme in all primary and secondary levels of our

educational system. The official introduction of continuous assessment

in our school system by the federal Government of Nigeria marks an

important stage of educational development in the country. This

innovative approach comes as a better alternative to an earlier system

in which an overwhelming emphasis was placed on the final

examination with only scant emphasis on terminal examinations and

other occasional teacher made tests. The "Almighty" final examination

was almost the sole determinant of the children's academic progress

and promotion to higher educational levels (Denga, 1987).

The 6-3-3-4 systems of education means that a pupil has to

spend six years in primary school after which at the end he sits for the

first school leaving certificate examination before he moves to the

secondary school. In the secondary schools, the child will spend six

years. The first three years will be for junior secondary school certificate

examination (JSCE). If he succeeds he proceeds to the next three years

known as the senior secondary school (SSS). But if he fails, he re-sits

the papers he failed until he passes them before he can be allowed to

move to senior secondary school. He is also free to stop at junior

secondary school certificate. At the end of senior secondary class three,

the child sits for senior secondary certificate examination (SSCE)

(Ogbonna, 1993).

The 6-3-3-4 systems pf education took off 1987 in cross-River state in

1985. By 1987 the first batch took the junior secondary school certificate

examination (Denga, 1987). By 2002 when this study is being carried

out, the state has produced the sixteenth batch of junior secondary

school certificate students. The first batch of senior secondary took the

senior secondary school certificate examination in the year 1990.

An important feature of the National policy on Education is its emphasis

on continuous assessment.

Continuous Assessment can be defined as a method of determining the

final grade for a given period of time through a series of periodic

assessments comprising test and non-test measures. These periodic

assessments are given at predetermined intervals and aim at gathering

data on children regarding their academic achievements, vocational

interests and personal-social problems or concerns (Denga, 1987). The

federal Ministry of Education Handbook (1 980: 10) defines continuous

assessment as:

" a mechanism whereby the final grading of a student in

cognitive, affective and psychomotor domains of

behaviour takes account in a systematic way of all his

performance during a given period of schooling. Such

an assessment involves the use of a great variety of

modes of Evaluation for the purpose of guiding and

improving the learning and Performance of students".

The teachers may find it more expedient to emphasize the assessment

of the cognitive domain. But it must be pointed out that the affective and

psychomotor domains should be measured as well. It is by taking all

these facts into account that the total picture of a child can emerge for

counseling and placement. Continuous assessment can also be defined

as the systematic and objective process or strategy which employs a

variety of instrument to assess all areas of a child's learning cognitive,

affective and psychomotor in a continuous and progressive fashion from

the day the child enters into a course of study to the end of such course

of study (Ogbonna, 1993). From F.M.E (1985: 8) continuous

assessment may be viewed as a method of finding out what the pupils

have gained from learning activities in terms of knowledge, thinking and

reasoning (Cognitive) and industry (Psychomotor).

There is also a rational or purpose for advocating this continuous

assessment. These are:

(a)it would give the teacher greater involvement in the overall

assessment of his or her pupils.

(b) It would provide a more valid measurement of the child's overall

ability and performance.

(c) It would enable teachers to be more flexible and innovative in

their instruction.

(d) It would provide a basis for more effective guidance of a child.

(e) It would provide a basis for the teacher to improve his or her

instructional methods.

(f) It would reduce examination malpractices. F.M.E (19855).

Continuous assessment has laid down procedures or steps to be

followed in allotting marks for the different behaviours measured in

students. Systematic in continuous assessment demands that whatever

method adopted for its implementation should be the same throughout a

given geographical area and from one teacher to the other according to

schools.

Characteristically, continuous assessment aims at developing an

all round education in the learner, since its objective centers on

developing desirable attitudes, skills, feelings and knowledge in the

man. It recognizes the learner as a member of a social setting, hence

records of this day-to-day relationship with others. Continuous

assessment has the cumulative effect of progressive addition of the

students' academic performance throughout his stay in the school. It is

predictive of students' future performances hence its prognostic nature.

F.M.E (1985) and Ali and Akabue (1985).

Furthermore a continuous assessment is both formative and

summative and are used to guide the child in learning and making

important decision about him Okonkwo (1986). The old system of

assessment made use of only tests, which include oral questions class

work, termly and yearly examinations, homework, and weekly tests Ali

and Akabue (1985). However, continuous assessment makes use of

other instruments in addition to the above techniques. These include

interviews, questionnaire, projects, observations, checklists, rating

scales and anecdotal records F.M.E (1 985)

Assessment practices at all levels of local, state, and national

education programs are in a state of rapid transition. These newer

assessment practices are intended to be more authentic that is, to

involve students in the actual or simulated performance, of a task or the

documentation of the desired competency in a portfolio (Linn, Baker,

and Dunbar, 1991. Student performance measures should include skills

that clearly show their progress through a sequence of preservice

professional development activities and thus, demonstrate growth. The

process of developing a method for assessing this continuous growth

requires thoughtful planning (Greenwood and Maheady, 1997)

Educational evaluation is becoming a decisive factor in the

formation of the framework within which schools will operate in the

future (Laukkanen 1998). Evaluation is considered a very crucial aspect

of any design or programme, if the objective, of that programme is to be

achieved.

The purpose of evaluation is to support the development of

education and improve the preconditions of learning. Evaluation is a

new element in finish school legislation. The new evaluation system that

is taking shape is fairly centralized by nature and displays an emphasis

on external evaluation (Guba and Lincoln, 1981). Evaluation is an

aspect of all learning that takes different, forms at different phases of

the learning process. Evaluation of this kind is a continuous process

that aspires to authenticity in the sense that the requisite evaluative

data should be generated in the course of normal learning activities and

cover a broad range of the objectives that learning seeks to attain (Inger

1993). Evaluation helps to get the standard of achievement and failures

in education and in teachers and students. In order to know whether

whatever we are teaching achieves what we have in mind we evaluate.

Statement of aims and objectives are stated to be achieved before

evaluation takes place (Tyler, 1 949).

Furthermore according to Tyler (1949: 105), evaluation is a

process for finding out how far the learning experience as developed

and organized are actually producing the desired results and the

process of evaluation will involve identifying the strengths and

weaknesses of the plans. That this helps to check the validity of the

basic hypothesis upon which the instructional programme has been

organized and developed, and it also checks the effectiveness of the

particular instruments that is the teachers and other conditions that are

being used to carry forward the instructional programme. The ministry

of Education published a Strategy for Educational Evaluation. The

strategy defines supporting and promoting the development of schook

on their own terms as the central purpose of the evaluation system.

The criteria for evaluation, which the researcher wants to use for

this study, as was extracted from the National Policy on Education are

as follows:

(a) Educational assessment and evaluation will be liberalized by

basing them in whole or in parts on continuous assessment in

both federal and state secondary schools of cross River state

(b) Modern educational techniques shall be increasingly used and

improved upon at all levels of the education system

(c) At the end of the first three years following primary education the

junior secondary school leaving certificates will be based on state

examination and continuous assessment method.

(d) Differences in the quality of tests and other assessment

instruments used in differences schools

(e) differences is the procedures for scoring and grading the various

assessment instruments is the various schools.

This will help to check the validity of the programme on which it

has been organized and developed. It will also check the effectiveness

of the instrument (evaluative techniques).

Finally, as a result of evaluating continuous assessment

programme, it will be possible to note in what respect the continuous

assessment programme is effective.

Statement of the Problem

There can be no gain saying of the importance of continuous

assessment in schools and its use in everyday activities. Before the

introduction of continuous assessment in Nigeria, the mode of

evaluation in our school has been centred on cognitive domain with

tests and assignments as the only techniques of evaluation. Confirming

this Nwana (1982:ll) states that the questions set should test the

intellectual skills expected to result from the course. Recognizing these

intellectual skills, B.S Bloom and his committee analysed them and

classified them under six groups of cognitive domain. Akabue and

Okonkwo (1988: 137) confirmed this further by reporting on current

status of the continuous assessment exercise after five years of

implementations in Nigeria, that the affective and psychomotor skilled

are minimally assessed.

For this, the National Policy on Education emphasizes on

continuous assessment as the new mode of evaluation in our

educational system. This new mode of continuous assessment is

comprehensive in scope-covering the three domains of educational

objectives: cognitive, affective and psychomotor domains. Because of

its comprehensiveness, many types of evaluative techniques or tools

are employed in assessing the various domains. It is also in the light of

this that the researcher deems it necessary to study "an evaluation of

continuous assessment programme in state secondary schools and

Federal Government Colleges in Cross River State "through which she

will discover the evaluative techniques (tools) employed by secondary

schools teachers in assessing students, and also to discover the effect

of cumulative continuous assessment marks or scores of the students in

the overall final grade or performance of the students in junior

secondary school certificate examination result.

Purpose of the Study

The purpose of this study is to investigate and find out:

The evaluative techniques utilized for assessing Federal

Government Colleges and State secondary schools in the three

domains of cognitive, affective and psychomotor.

Whether these evaluative techniques are contained in both the

junior and senior secondary school curriculum.

Whether there are reasons why teachers use or do not use

some of these techniques.

Whether greater percentage of assessment of the students are

based on the cognitive domain.

Whether the students cumulative continuous assessment marks

affect their overall final performance in junior secondary schools

certificate examination.

Finally, to diagnose problem of the continuous assessment practices

and for making practical useful suggestions and recommendations

for further improvement.

Significance of the Study

The significance of this study on evaluation of continuous

assessment cannot be over-emphasized. The study can help to check

whether continuous assessment is measuring accurately and

consistently the attributes, which it is designed to measure. It is also

significant because it provides the basis for information which if utilized

will provide, a solution to the problem of assessing the overall

performance of students from the beginning of a course to the end of a

course. Besides, it will go a long way to reveal the actual evaluative

techniques used by secondary school teachers in assessing students,

and the effect of cumulative continuous assessment in the final junior

secondary school certificate.

Furthermore, the findings from this study will help in making

possible suggestions for the solution of the problem of continuous

assessment programme. The suggestions for the solution of these

problems if publicized and implemented, will also help to establish a

better understanding of continuous assessment programme in

secondary schools. It will also help teachers who have not been trained

for continuous assessment programme to know more about the

programme. Also it will provide useful, practical suggestions to our

educational system. The government, teachers, counselors,

administrators and parents about some factors which can constitute a

hindrance or success to the implementation of current States of

continuous assessment programme in federal and State secondary

schools in cross River in particular and other States in general.

Scope of the Study

The study will be restricted to nine State secondary schools and

three Federal Government Colleges in cross-River State comprising of

three educational zones. The three federal schools are sited in the three

educational zones of the State: Ikom, Ogoja and Calabar zone.

Research Questions

(1) What are the evaluative techniques utilized for assessing

continuous assessment in Federal and State secondary schools

in the three domains of cognitive, affective and psychomotor?

(2) Do these evaluative techniques contained in both the junior and

senior secondary school curriculum?

(3) What are the reasons why teachers use or do not use some of

these techniques?

(4) Does greater percentage of assessment of the students based on

the cognitive domains?

(5) To what extent do the students cumulative continuous

assessment marks or scores affect their overall final performance

in junior secondary certificate examination?

Hypotheses

The following hypotheses are formulated based on the research

questions to guide the study.

Ho,: These is no significant difference between the evaluative

techniques utilized for assessing continuous assessment in federal

Government Colleges and State secondary schools in the three

domains of cognitive, affective and psychomotor

Ho2: There is no significant relationship existing between the continuous

assessment marks or scores of the federal Government colleges

and State secondary schools with their overall final grade or

performance in junior secondary certificate examination (J.S.C.E)

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The objectives of Nigerian secondary schools are based on the

philosophy of Nigerian education. This is found in the National Policy on

Education (I 981 : 7). Many factors are responsible for the achievement

of the objectives and one of such factors is the good assessment of the

students' overall performances in school in the three domains of

cognitive, affective and psychomotor.

For some years now, Nigerians' feel that the standard of Education is

falling. This is attributed to the poor assessment of the students'

performances. Because of this, some experts educationists, educational

professionals such as Nwigwe et al (1985: 1 I ) , Okonkwo and Akabue

(1988: 137) deemed it necessary to highlight on all aspects of

continuous assessment of the students in the three domains. But even

at that, society is not static but dynamic. Influence of science and

technology, economic situations, time factor effect peoples' ideas,

goals, values, attitudes and expectation. According to Nwigwi (1985:

12), these variables affect the assessment of students' performance.

( i ) The review of literature would go on to consider continuous

assessment in general.

(ii) The concept of evaluation and evaluation models.

(iii) Assessment of cognitive part of domain.

(iv) Evaluative techniques of continuous assessment.

(v) The advantages and disadvantages of continuous

assessment.

Introduction

Effective evaluations of students' academic work in schools have

remained a major task for teaching at all levels of education in Nigeria

and indeed in other parts of the world. Many educational theorists have

given various definitions to the term evaluation, which suggests that

evaluation in its totality in a means or process of judging whether or not

the goals of schooling are being attained by the individual the class or

the school system (Cornback, 'I 977).

Assessment is an on going process which involves the systematic

collection, analysis and integration of information (Hoy and Gregg,

1994). They further expressed that educators do not assess people,

instead they evaluate their abstract psychological attributeltraits

constructs. Example linguistic ability logical thinking, leadership etc.

according to Hoy and Gregg (1 994), assessment could use qualitative

or qualitative data, and could be formal e.g. (observation). Information

resulted from assessment are used as feedback to improve instruction.

It helps in monitoring the progress and diagnosis of the instruction. The

information is used to communicate to the parents about the progress of

their children. Also it is used in selection purposes. The more frequently

evaluation take place, the more students generally achieve (Crooks,

1988, Kulik and Kulik, 1988, Peckam and Roe, 1977).

This new method of assessment involves assessing the child's

performances from the day he enters into a course of study to the end

of the course. It therefore replaces their former one shot external

examination at the end of the study.

To ascertain this, a Handbook on continuous Assessment F.M.E

(1985:2), States that the existing practice is most of our institutions of

learning of basing the assessment of students' work on one single

examination and on one type only is not longer tenable. Rather,

continuous assessment based on a variety of evaluation techniques

should be adopted. It also stressed that this type of assessment should

ensure some common national standards both in the public examination

as well as in the internal ones.

Concept of Continuous Assessment

The present type of assessment of students' is more valid and

indicative than a single examination set by an external body at the end

18

of a particular level of education. Ascertaining this, a Handbook on

continuous Assessment (1985: 3) States that one of the rationale for

advocating continuous assessment is that it is an assessment

procedure which takes into account the learner's performance

throughout the entire period of schooling is likely to be more valid and

more indicative of the learner's overall ability than a single examination.

Continuous assessment type of evaluation encourages teachers to be

more flexible and innovative, since an introduction of such innovation

can form part of the students assessment.

Continuous assessment is a technique of students' performance

in all the domains of behaviour. Handbook on continuous assessment,

F.M.E (1985: 5).

Continuous assessment has a purpose or rationale for advocating

it as a policy. These are it would:

Give the teacher greater involvement in the overall

assessment of his or her pupils.

It would enable teachers to be more flexible and innovative in

their instruction.

Provide a basis for more effective guidance of the child.

Provide a basis for the teacher to improve his or her

instructional methods and

Reduce examination malpractices.

A handbook on continuous Assessment published by F.M.E.

(1985: 5). Continuous Assessment is a progressive fashion of

assessing a child from the day the child enters into a course of study to

the end of that course F.M.E. (1985: 5).

Aboka et al. (1988: 20) quoting the National Steering Committee

on continuous assessment in Nigeria schools (1977) regards

continuous assessment as "a method of ascertaining what a pupil gains

from schooling in terms of knowledge, industry and character

development taking into account all his or her performances in tests,

assignment projects and other educational activities during a given

period, term, year or during the entire period of his or her education

career".

From the above definition of continuous assessment, there is

immense significance of measurement in the three domains of

cognitive, affective and psychomotor. Still based on the above,

continuous assessment has essential characteristics which

differentiates it from the old type of one-shot examination. These

characteristics are systematic, comprehensive, cumulative, formative.

prognostic, guidance-oriented and surnmative.

According to Obioma (1987: 3) "these plans include what method of

assessment should teachers adopt and at what interval should the

measurement be made". Continuous assessment can be defined as the

systematic and objective process or strategy which employs a variety of

instruments to assess all areas of a child's learning: cognitive affective

and psychomotor in a continuous and progressive fashion from the day

the child enters into a course of study to the end of such course of study

(F.M.E 1985: 8).

Systematically, continuous Assessment is progressive in its

approach in obtaining and recording information about students'

developmental behaviour. This means that continuous assessment laid

down procedures or steps to be followed in allotting marks for the

different behaviours measured in students. Systematic in continuous

assessment demands that whatever method adopted for its

implementation should be the same throughout a given geographical

area and from one teacher to the other according to schools.

Characteristically, continuous assessment aims at developing an all-

round education in the learner since its objective centres on developing

desirable attitudes skills, feelings and knowledge in the man. It

recognizes the learner as a member of a social setting, hence records

his day-to-day activities with others. Continuous assessment has the

cumulative effect since it may be viewed as a method of finding out

what the pupil have gained from learning activities in terms of

knowledge, thinking and reasoning (cognitive) character development

(affective) and industry (psychomotor). A Handbook on continuous

Assessment (1 985: 8).

Ezewu and Okoye (1985: 5) States that continuous assessment is

systematic and objective process of determining the extent of students

performance in all expected changes in a course of study to the end of

such course and judicious accumulation of all pieces of information

derived from the process with a view of using them to guide and shape

the student in his learning from time to time and to serve as a basis for

important decision making about the child.

Adedibu, (1988: 16) States that to assess is to determine the

value of a thing. To assess in education means to determine the extent

of the performance of a student in a unit of instruction or the overall

progress of a student in school up to a particular point in time.

N.T.1 syllabus (1981:5) defines continuous assessment as a "method of

ascertaining what a student gains from schooling in terms of knowledge,

industry and character development taking account of all his

performances in tests, assignments, projects and other activities during

a given period or an entire period of educational leveln. Eke and Ohuche

(1983:26) define continuous assessment as an approach to education,

which is sensitive to the needs of the developing child within an

educational environment.

Furthermore, Ezeoke (I 983:l7) defines continuous assessment

as a method of assessing what a pupil has gained from learning

activities in terms of knowledge, thinking, reasoning, character

development and industry, in tests, assignments, projects and other

school activities during a given period.

Olaitan (1984:18) said that continuous assessment is a periodic

assessment of the pupils in all domains of learning during their study in

the school using different instruments, Ukeje (1985:35) sees continuous

assessment as an assessment strategy or technique which takes

account of the students' cumulative performances in all the known

domains of measurable behaviours, while Ohuche (1981: 5) opined that

continuous assessment activities of a student presupposes that the

student is being periodically or occasionally evaluated all through his

school career and that all decisions made contribute to the final

decision. Baja (1 984:6) States that:

"the validity of any assessment procedure is

determine but that to which it measures what it

sets out to measure. But by far the most

important aspect of educational assessment is

the definition in clear and unmistakable terms,

what is to be assessed and the determination of

what methods to use for recording information

derived from assessment".

This implies that assessment process provides useful information to

both instructor and the learner.

Continuous assessment has a scope and what to assess. To confirm

this, lpaye (1982), recommends, "the child's daily performance is to be

regularly graded and summarized at the end of the week. This is to be

recorded in the weekly report card. In a given term, the weekly records

are to be summarized twice and reflected as termly summaries. At the

end of the term, the end of term examination is also given and scores

here added to the scores obtained from the total of the two systems.

Also Ipaye, (1982) recommends that at the J.S.S. level, the child's

score for the three years would be used to:

(1) Certify himlher if helshe is making the J.S.S. a terminal course.

That is if he is going into the world of work.

(2) Provide guidance to the child and parents in terms of the child's

future education. That is whether the child goes into trade school,

technical/comrnercial, or academic senior secondary school or

teacher's college.

(3) Determine whether the child needs some remedial programmes so

as to embrace him up for a particular course if helshe (or the ? - --

parents) insist on such course. He further States that there is the

possibility that the following rations may be adopted in computing

scores. At the J.S.S level, the work of the three years will take the

following ratios.

First year = 10%

Second year = 20%

Third year = 30%

These will include assessments for the cognitive, affective and

psychomotor domains. The remaining 40% will be contributed by an

overall examination to be conducted y the ministry of education.

However, the recent order is:

First year = 10%

Second year = 10%

Third year = 10%

and J.S.S. certificate exam carries 70%. Consequently, Eke and

Ohuche (1983: 32) and Nwigwe and Nwigwe (1988:7) listed the same

techniques of assessing continuous assessment as written and oral

tests, projects, observation, questionnaire, interviews, sociometric and

rating scales, thereby supporting federal Government suggested

technique.

The new techniques of evaluation in schools have crated a situation

whereby students work are assessed at least three times in a term

before the end of term examination. That not-withstanding the regular

assessments and end of the term examination jointly form the end of

the term result.

Ewuzie and others (1988) quoting lpaye (1982:16) States that the

child's work should be continuously assessed and graded on weekly or

fourth nightly basis and summarized thrice every term. This view

reveals that the series of students assessments and end of term

examination will all form part of the child's whole assessment for the

year on term.

Nevertheless, the idea of continuous assessment does not mean that

examinations will be ruled out, rather effective measures should be

integrated quantitatively into the assessment to enhance the

achievement of national goals. lyabo (1985), as quoted by the National

council on Education (N.C.E) that examinations will not be ruled out but

it will have to exist peripherally, carrying about 40% while continuous

assessment carries the remaining 60% of the aggregate score.

However, it could be from here that the federal Government recently

released her decision on 30% for continuous assessment and 70%

score for the final end of a course examination. This will help students

to work hard and will also determine the competency and efficiency of

teachers in designing and manipulating continuous assessment

instruments or techniques. Since educational objectives are pointed

towards adequate development of the learner's physical, mental,

emotional and social capacities, educators and psychologists are

concerned with measurement of traits, appraisal of behaviour and

evaluation of achievement. This can imply that different techniques like

testing, giving of assignments, projects as in the case of use of

continuous assessment techniques.

The Concept of Evaluation and Evaluation Models

Evaluation is a process of making qualitative determinations or

judgement. In education, we evaluate the quality of education,

instruction, performance of students, academic, ability of students. The

level of values, interests, and aptitude are also estimated.

Hezel, (1 995) defined Evaluation as the systematic approach to

asses the conceptualization, design, implementation, and utility of

programs. According to Borg and Gall (1 989) programme evaluation

involves instruction, methods, curriculum materials, programme,

organizations, educators and students. To them, evaluation helps to

maintain standards, and useful in decision-making. Nevo (1 983) defined

Evaluation as the systematic investigation of various aspects of

professional development and training programmes to assess their

merit or worth.

Posavac and Carey (1997) defined Evaluation as a collection of

methods, skills and sensitivities necessary to determine whether a

human service is needed and likely to be used, whether it is sufficiently

intense to meet the identified, whether the service is being offered as

planned and whether the human service actually does help people in

need without undesirable side effects.

Continuous Assessment should be evaluated to check whether it

is actually carrying out what it was intended to. Lewy (1977) defined

evaluation as "the provision of information for the sake of facilitating

decision making at various stages of curriculum development". A

programme like continuous Assessment should be evaluated to help

facilitate decision on whether it is succeeding or failing.

Continuous Assessment deals with assessing the child's three

domains: cognitive, affective and psychomotor, industry which also is

the aspect educators and psychologists evaluate. According to Taba,

(1962) "Evaluation is the process of gathering information or evidence

and attainment of predetermined objectives and forming judgment on

the basis of the evidence, and the weighing in the light of set

objectives". This means in evaluating continuous assessment,

information about it has to be gathered which will help to determine how

effective the programme is.

Evaluation is a qualitative judgement of progress. Evaluation

does not contrast with measurement; rather it builds on the results of

measurement. It includes measurement, and intuitive and informal well

as value judgement. Decision-making is a pre-negative of human

beings. Ohuche and Akeju (1977). This infers that through evaluating

continuous assessment judgement can be passed to the programme.

Furthermore, they stated that measurement techniques form the

basis for making inferences about behaviours and individual differences

at a given time or place and of changes that have occurred over a given

time.

As in continuous assessment, a certain amount of error is

inherent in evaluation. Therefore, according to Ohuche and Akeju

(1977), the following characteristics minimize the measurement error.

These are reliability, validity, scorability, economy, administerability and

good backwash. Associating this to evaluating continuous assessment,

the researcher wants to ascertain whether this current programme of

assessing students is reliable and valid. Hence its techniques, effects,

advantages and disadvantages will be evaluated.

One of the most important functions in the educational process is

the measurement and evaluation of the students educational attainment

in order to determine their progress and determine whether the goals

and objectives of the schools have been achieved.

Evaluation is needed to determine the effectiveness of and to

improve instructions so that the extent to which objectives has been

met can be learnt Nelson (1976). Furthermore, lgwe (1979) confirms

that evaluation of a programme is necessary if the instructional

objectives are to be achieved, since without programme evaluation, it

would be difficult to assess the effectiveness of teaching and achieving

instructional objectives. Evaluation also aids accurate diagnosis of

problem of a programme, lgwe (1979).

Evaluation is the process of determining to what extent the

educational objectives are actually realized by the programme.

Therefore it is necessary to determine to what extent the continuous

assessment programme are realized Tyler (I 949).

Evaluation Models

Researchers have suggested different models of evaluation or

general approaches dependent on different views what evaluation is

30

and which aims it should have. E.G. Stake (1976) presents nine

different models or general approaches to educational evaluation.

Evaluation models are used to define the parameter of an

evaluation, what concepts to study and the processes or methods

needed to extract critical data.

Five Evaluation models by Tyler are:-

Objective Approach (Tyler)

Goal-free (Scriven)

ClPP (Stufflebeam)

Hierarchy of Evaluation (Kirkpatrick)

Natualistic (Gu ba)

Tyler introduced objective Approach model as being consistent

between the goals, experiences and outcomes of the pre-test and post-

test design. This model to him measures the behaviour by norm-

referenced or criterion-referenced tests and also measures the

students' progress in a programme. Kubis Zyn and Borich (1993)

defined norm referenced test as a test, which compares the students'

performance to a norm or average of performances by other. They

further defined criterion-referenced test as a test that yields the

information of a student's skill level according to the criteria of the

subject matter.

Scriven (1975) introduced the concept of goal-free evaluation as

a method to avoid evaluation bias and increase possibilities of

"discovering any effects, without the tunnel vision induced by a briefing

about goals". This model determines the value and worth of programme

based on outcomes or effects and quality of those effects.

Stufflebeam introduced ClPP evaluation model. He defined

evaluation as a tool, which helps to make programmes better.

Evaluation collects information from variety of sources provide basis for

making better decisions. To him evaluation is based on four phases:

the context, input, process and product,

Kirkpatrick introduced the Hierarchy of Evaluation model as

having four levels: the reaction, the learning, the behaviour and the

results. That is the impact the learning has been able to make on the

community.

Guba introduced Naturalistic model as a model, which takes into

account participant's definitions of key concerns and issues. It

advocates qualitative modes of data collection and it allows subjects to

set investigative agenda and determine criteria for evaluation. It uses

language and mode of presenting findings that are accessible to

participants.

Assessment of Cognitive Domain

The old system of evaluation was directed mainly to the cognitive

domain. The affective and the psychomotor domains are more or less

not accounted for. To confirm this Nwana (7982) States that tests and

examination questions cover the intellectual skills and these intellectual

skills are mainly cognitive domain. Further on this he comments that

the questions set should test all the intellectual skills which he States

that, professor B.S Bloom and his committee of school and college

examiners analysed in Taxonomy of Education objectives.

Commenting further under the title "Tests on the cognitive domain", he

States that Bloom classified educational objectives of an intellectual

nature (the cognitive domain) into six groups:-

(i) Knowledge

(ii) Comprehension

(iii) Application

(iv) Analysis

(v) Synthesis

(vi) Evaluation

A careful analytical study of standardized or non-standardized

testlexam questions depict the above six groups of intellectual nature

(the cognitive domain). Hence Nwana emphasizes that constructing an

achievement test; some of the item should test each of these groups

(Nwana, 1982). The old system of assessment made use of only tests,

which include oral, questioning, class work, termly and yearly

examinations, homework and weekly tests. However, continuous

assessment makes use of other instruments in addition to the above

techniques. These include interviews, questionnaire, project,

observations socio-metric, checklist, rating scale and anecdotal record.

The present system of continuous assessment has been seen to

contain more evaluative techniques or tools in assessing students'

performances in a progressive, systematic manner starting from the day

the child enters a course of study to the end of the course. Despite all

the above numerous tools or instrument prescribed in the Handbook of

continuous Assessment FM.E (1985) the common in assessing

students have concentrated in cognitive domain with the use of testing

and examinations. In support of this Statement, Ohuche and Akeju

(1977) States "our emphasis is upon the cognitive domain of

knowledge". Supporting this further, A Handbook on continuous

Assessment F.M.E. (1985) States that the present method of

assessment of pupils' progress in this country relies heavily on testing

or examining, which is an important technique that may be used. It goes

further to comment that it has been indicated that the test of

examination is for the most part used as the dominant method of

assessing pupils' progress in this country. That one problem with this

approach is that assessment is then directed mostly to the thought

aspect of learning activities. Knowledge, understanding and thought

aspect learning which is mainly cognitive, still forms the major aspect

our continuous assessment in our school subjects. Agreeing to this

F.M.E (1985) States that knowledge understandings and other thinking

skills acquired in various subjects of the school curriculum are

evaluated and marks are awarded relative to the pupils performance in

the several subjects. That usually neglected in this procedure is the

assessment of skills normally associated with both the character

(affective) and the industry (psychomotor) of the pupil.

Furthermore, F.M.E. (1985) writing under the heading captioned

"some major weaknesses of the present system of continuous,

assessment highlights the following weaknesses: that continuous

assessment puts emphases on decision at the end of the year, the term

or the course. That it is too late by this time decision is taken since it

cannot help pupils improve on their learning because most of them

could be going to other classes, courses or topics. As a result, if the

educational system (including the pupils, the teachers, the curricula and

the administrators) is denied opportunity for meaningful growth.

Another weakness is the manner in which reports are sent to parents

and guardians with the common practice of adding raw scores as given

by different subject teachers, finding an average and giving the

students a rank among his classmates. The problem with this is that

marks obtained in different subjects or given by different teachers may

not have equal weights. Some students may down-graded

9f subjects, which

they - e to parents and

guardians is usually very scanty. Marks or grades indicating attainment

in different subjects, an overall average which does not indicate much

or indicates a false rank on this average are sent. According to the

Handbook on continuous Assessment F.M.E (1985) it confirms that all

the above are geared to the thinking category or the cognitive domain

of knowledge. In addition in primary and secondary schools there may

be a Statement on the conduct of the student which is just one aspect

of what will be introduced as the affective domain.

Again the external examination for the award of certificate at the

end of a course of study or a programme still exists. For example, the

West African School Certificate (WASC) or the General certificz

Education (G.C.E) and the Teachers Grade II Certificate (TCII) a

awarded by the external bodies to all candidates at the end of a course

with one shot examination. To establish this, Eze (3987) opined that

evaluation in Nigeria had either to emphasized more in the use of one

shot examination in the form of end of year or course examination for

promotion or certification.

Furthermore, the use of examination as a method of assessment

causes the problem of evaluating cognitive domain only instead of

evaluating all aspects of human endeavour which includes affective and

psychomotor (Ekwonye, 1987). This places emphasis on decisions at

the end of the year or the end of a course. This is confirmed by federal

ministry of Education (1985). The shortcoming of this is that before a

decision is made, it will be too late to help students improve on their

learning. Moreover, the system of sending feed-back to parents is

weak. Still on cognitive domain, Mgbeodile (1981) States that it makes

the students examination conscious and thus encourages memorization

of facts. According to him, their creative and reflective thinking

agricultural extension stifFederal

Stressing further on emphasis on assessing more of cognitive

domain, lkejiani et al (1971) believes that evaluative system based on

the cognitive domain is responsible for the present undue emphasis on

paper qualification and its consequences are forgery, violation of the

principle of morals bribery and corruption, decrease in productivity and

so on. Olaitaon Agusiobo (1978) maintain that, that system is

responsible for disproportionate number of school dropouts. Also

Ohuche 91 971) criticized this system with the assumption that students

would perform at a level that is representative of their years

achievement and that the teacher who developed such tests is so

perfect as to assess all that the students achieved in a given course by

means of a single tests which lasts for a short time. Hence he doubts

the credibility of the scoring and interpretation of the scores derived

from such tests.

Advantages and Disadvantage of Continuous Assessment

Test motivates students and elicits good behaviour. It i5 used in

making educational and vocational decision. It provides means of

accreditation, mastery or certification. It makes individuals to be

responsible citizens by inculcating into desirable social habits and

values.

During test, students are told to be honest, time conscious,

patient and develop the spirit of perseverance Test evaluates the

teacher. If a teacher teaches well and his students perform well, the

society will like him and have high regard of him. It ensures that scarce

social resources are efficiently used. Example, the scholarship board

offers a competitive examination before scholarships agricultural

extension awarded to avoid the scholarship from being awarded to a

baboon.

Evaluation in continuous assessment embodied the three major

domains in education namely cognitive, affective and psychomotor.

Continuous assessment can be looked at as a method of finding out

what the pupils have gained from learning activities in terms of

knowledge, thinking activities and reasoning, character development

and industry. Continuous assessment is defined in a Handbook of

continuous Assessment (1985) as a mechanism whereby the final

grading of a student in the cognitive, affective and psychomotor

domains of behaviour systematically takes account of all his

performances during a given period of schooling. Such an assessment

involves the use of a great variety of evaluation for the purpose of

guiding the learning and performance of the students. Continuous

assessment involves use of various tools in finding out the outcomes of

learning activities. To confirm this, National Policy on Education (1985)

States that various Tools may be used in finding out the outcome of

these learning activities and these tools include tests, assignments,

projects, observations, interview, questionnaires etc. According to

Ogbonna (1993), assessment is an integral part of the teaching and

learning process. He further States that the teacher should be involved

in the final assessment of the pupils he or she has taught. The system

whereby the final assessment of the learner at the end of a particular

level of education is done through a single examination set by an

external examination body, tends to deny the teacher the opportunity to

participate in the final assessment of his student which, the teacher

considers very unfair. Any assessment procedure, which takes into

account the student performance throughout the entire period of

schooling, is likely to be more valid and more indicative of the learner's

overall ability than a single examination. Continuous Assessment help

in providing the required data that enable the teacher or the guidance

counselor to offer the appropriate guidance to the learner within his

learning and preparation for a career.

Teachers are known to be very creative and full of innovations,

which they could introduce into their class teaching. The readiness of

these teachers to introduce innovation into their teaching is quite often

frustrated by the fact that a final examination, which his students would

be at the end judged upon, does not recognize such innovations. But in

a continuous assessment situation the teacher could be flexible enough

to accommodate his innovations in the teaching learning process since

he has a part to play in the final grading of each student through his

periodic continuous assessment.

Data collected from continuous assessment in the students will

aid in his further development. Also its accurate record keeping are

filled for further use and for the purpose of providing information to

parents, guardians and others, can use them for the benefit of the

pupils N.P.E (1 985).

Teachers should be made to understand what continuous

assessment is all about if it is to be implemented successfully.

According to F.M .E (1985) States that it is vital for the successful

operation of continuous assessment that every body (particularly

teachers) are aware of what is happening at each level. It further

confirms that government is aware that there exists problems in

successful implementation of continuous assessment programme more

especially by teachers. Confirming this fact, F.M.E (1985) States that

government is aware that the implementation of the policy of continuous

assessment poses certain significant problem for the educational

system in general and teachers in particular. The policy therefore

advocates a vigorous training programme (both pre-service and in-

service) for teachers who in the final analysis have to implement

continuous assessment. Citing the Handbook that the teachers who will

operate the system will need to learn new skills in order to effectively

overcome these problems. Further, it also comments that the Handbook

is written in order to help in the training of teachers in these new skills

and to serve as a basic reference text for all those who will be involved

in the implementation of the policy. The question is this, is the

Handbook on Continuous Assessment (1 985) readily easily available?

Again, are teachers aware of this Handbook on continuous

Assessment?

Continuous assessment has been discovered to be constant

continuous testing of students. To confirm this, Ohuche (1989) in his

unpublished lecture during a seminar and a workshop on continuous

Assessment in Benin Delta State, States that the regular testing is not

continuous assessment but continuous harassment. Furthermore,

single values in a test has no meaning, except if they are interpreted

against a norm. Therefore, the students test should contain norm,

measures of validity and measures of reliability (Nwana, 1979). This

implies that the continuous assessment tests are not standardized and

therefore cannot be measures across the schools.

Stressing further on testing, testing is turning to be an anxiety

proven experience. It may also result to teachers being self conscious

of what they will cover for a test instead of emphasizing on mastery.

Also, Obanyo (1984) confirms that the initial problem of implementation

is that of getting everyone to understand clearly what the new policy

entails.

Furthermore on this issue of implementation, Ehiametalor, (1989)

confirms that educational implementation is the most difficult aspect of

change. Still on this, Ali and Akubue (1987) expressed that several

problems confirm the implementation of continuous assessment in

Nigerian schools. These problems rest more on the teachers who now

have to evaluate the student in and outside the school. This is done

through testes, projects and assignment in class or at home. Confirming

the problem of continuous assessment, Bajah (1984) States that the

concept of continuous Assessment let alone the modality, remains

unclear to may educators.

Continuous assessment make heavy demands on teacher's time

and on his initiative, which goes into clarifying his objectives, great

objectivity in his assessment, great diligence and care in his record -

keeping, and has to devote more time to organising, supervising and

making the work, the implication of which also amount to deep

involvement.

Ezewu and Okoye (1981) highlights on areas of maintenance of

identical standards of teaching and achievement. This is highly related

to the problem of varied record keeping by teachers. lbekwe (1984)

emphasized on teacher's ability to implement the programme, he

doubted the effectiveness as a result of heavy teaching load carried on

by some of these teachers and the subsequent consumption of time by

the assessment techniques.

Many people both researchers and academics have worked on

continuous assessment and made a number of comments on the

implementation. Authors like Goldrnan (1972) Salter (1 976), speculated

on the areas of administering tests by teachers. According to them

some teachers write the questions on the chalk-board, some dictates

the questions to the students, some have typed ones. Apart from the

effect on students performance, the mode of question or test you give

that is whether objectives or essay also has its own effect.

Erasimadu (1988) pointed out the hindrances facing the

administration of continuous assessment. Among the things he listed

were false observation normally made by the assessors, poor recording

problems, favouritism and lack of objectivity on the part of the

assessors and non-challent attitudes of teachers.

Financial problem is a militating factor in the operation of

continuous assessment especially in the areas of purchasing

equipment, and in the electrification of rural schools. Nwigwe (1984)

trying to encourage teachers says that no one expects this new system

to be easy at the beginning but that attempts are being made to lighten

the burden on teachers. Hence series of work shops and seminar

pamphlets, books and journals have been written to explain the new

system and how to operate it.

Summary of Literature Review

This chapter has been discussed under different sub-headings. It

also contains the empirical studies on continuous assessment which

comprise of the teachers attitude towards continuous assessment.

Continuous assessment as defined by the F.M.E. (1985) "a

mechanism where by the final grading of a student in the cognitive,

affective and psychomotor domains of behaviour takes account is a

systematic manner of all his performance during a given period of

schooling using great variety of modes of instrument". The techniques

involves using instrument such as test, assignment, project, sociometry,

rating scale, checklist, inventory to assess the three domains of

behaviour.

The assessment is characterized as being systematic, sequence,

cummulative and guidance oriented. The rationale among others is to

give teachers greater involvement in over all assessment of their

students and to provide a more valid assessment of the students overall

ability and performance. The implication of continuous assessment

among others are lack of well, qualified teachers to use the various

instrument effectively and large number of students to be evaluated

using the various instruments.

As far the teachers' attitude to the system, they welcomed the

continuous assessment as it will enable them to be more flexible and

innovative in their instruction.

CHAPTER THREE

METHODOLOGY AND RESEARCH PROCEDURE

This chapter deals with the general procedure for carrying out the

study. It describes the following:

(i) Research Design

(ii) Area of Study

(iii) Population

(iv) Sample and sampling technique

(v) Instrument for Data Collection

(vi) Validation of the lnstrument

(vii) Reliability of the lnstrument

(viii) Administration of Instrument

(ix) Method of Data Analysis

Research Design

The survey research design was employed in carrying out the

study.

Area of Study

This study was conducted in the State and Federal schools in

Cross River State. It covered all the three Federal Government

Colleges in the State and nine State secondary schools within the three

educational zones: lkom zone, Ogoja zone and Calabar zone.

Population

The population for this study was all the one hundred and five

(105) State secondary schools and three federal government colleges

in Cross River State comprising the three educational zones in the

seven local government areas of the State, all the teachers of the State

and federal government colleges in the State, and continuous

assessment cumulative average scores of 120 students of the years

1999, 2000 and 2001 respectively. There are one hundred and eighty

(1 80) teachers in the federal schools, four hundred and twenty teachers

in tbe State secondary schools. There are therefore 108 secondary

school 600 teachers and 15,000 students. The federal schools and

State secondary schools in their zones used for the study are listed

below.

Sample and Sampling Technique

The researcher used three federal secondary schools and none

State secondary schools in the State. The number of teachers was 120

made up of ten teachers per school was used in the sample.

Table 1

Sample Distribution of Students in the State and Federal Schools.

SIN School I No of Students

Federal government college l kom

Federal Arts and Science Ogoja

Federal Girls' Government College

Calabar I Community Secondary School, I000

Akpalabong I I

Holy Child Secondary School, l kom 1 1000 1

Velos Secondary School, l kom 1000

Army Day Secondary School, Ogoja 1000

Holy Child Secondary School, Ogoja 1000

Government Technical College, 1000

Ogoja

Holy Child Secondary School, 1000

Calabar

NYSC Model Secondary School, 1000

Calabar

West Government Secondary, 1000

Calabar

Total 15,000

l kom i Ogoja I Calabar I

l kom

Ogoja

Ogoja

Ogaja

Calabar

Calabar i Calabar -A

Instrument Used for Data Collection

The instrument used for the study is structured questionnaire for

teachers. The questionnaire sought information about the instrument

used for continuous assessment practices and how they grade their

students especially the truants and their action over the poor

performers in the class. The questionnaire was designed to elicit

responses in respect of evaluation of continuous assessment in the

State and federal schools in Cross River State.

Validation of the Instrument

To ensure that the instrument elicited the information they are

meant to elicit, they were validated by an expert in the field. He was

given the questionnaire items for face validation.

Reliability of the lnstrument

The level of consistency of the instruments were found having

ascertained their validity. In order to establish the reliability of the

instrument used for the study, two schools outside the study in lkom

local government area of Cross River State was used. These schools

were Abanyum secondary school Edon and Army Day secondary

school Afi. These were selected randomly from both urban and rural

secondary schools outside the three federal government colleges and

nine State schools in Cross River State. To ensure the reliability level of

the questionnaire items, those who has survey were asked to respond

to the same questionnaire after two weeks interval under the same

condition as during the first administration. The two results using

questionnaire only were compared using the Spearman's Rank Order

Correlation Coefficient (Rho) formula.

The coefficient of reliability between the two scores was found to

be 0.89. This was considered to be a high degree of correlation.

Administration of the Instruments

An administrative arrangement was made by obtaining s letter of

introduction from the researcher's supervisor addressed to the

Executive Secretary, Secondary Education Management Board

Calabar. This was presented to the secretary who issued a letter of

permission to the researcher to principals of the nine State schools

requesting them to grant her permission and assistance to collect

cumulative continuous assessment scores, J.S.C.E results and to

administer questionnaire. The Executive secretary's letter to the

principals of State schools helped a lot. With their co-operation all

necessary documents were collected, questionnaire were administered

and retrieved.

Also a brief letter of introduction in cooperating the purpose of the

study was attached to the body of the questionnaire. This was to ask

for the co-operation of the teachers responding to the items in the

questionnaire, and to ensure them that all responses by them will be

treated confidentially. Again instruction for responding to the

questionnaire were well set out in simple English language. Out of 120

copies of questionnaire distributed to teachers, 1 14 copies were

completed and returned, representing 95% return. The researcher

visited all the twelve schools and administered the questionnaire by

herself.

Method of Data Analysis

The questionnaire was divided into three sections. All the

responses made to the items in each section were tallied according to

each group of respondents.

Sections one of the questionnaire was classified under

qualification, teaching experience, classes taught etc.

Section two, three and four of the questionnaire for all members

in each group were tallied and weighted under the four sections of A to

D. Then the total weighted frequencies and percentage of responses

were obtained and used to answer some of the researcher's questions.

The two hypotheses were tested using man's Rank order

coefficient for the second hypothesis.

Where Z = summation

f, = observed frequency

f, = expected frequency

Spearman's Rank Order Coefficient formula

Where = spearman rank order coefficient

1 = summation

D = Difference between Rank

N = Number of items.

J.S.C.E of l999-ZOO? continuous assessment result record booklet of

students were collected, carefully studied and used for discussions.

The responded questionnaires and documents of J.S.C.E results

and C.A cumulative scores of students were prepared for analysis with

respect to answering each research question or hypothesis. The scores

were rated and computed.

Research Question I

What are the evaluative techniques utilized for assessing

continuous assessment in federal and State secondary schools in the

three domains of cognitive, affective and psychomotor?

The responses of question no 5 in section two of the

questionnaire were used to answer this research question. They were

collected, treated with simple percentage.

Research Question I1

Do these evaluative techniques contained in both the junior and

senior secondary school curriculum?

Responses from number 8 of section two of the questionnaire

was used in answering this research question. This was arranged

using simple percentage.

Research Question Ill

What are the reasons why teachers use or do not use some of

these evaluative techniques?

Responses from question numbers 6 and 7 of section two of the

questionnaire were used to answer this research question 1.

Research Question IV

Does greater percentage of assessment of the students based on

the cognitive domain?

Responses from question numbers 1,2,3 and 4 of section two

were used to answer this research question.

Research Question V

To what extent does the students' cumulative continuous

assessment marks or scores affect their overall final performance in

junior secondary certificate examination.

In answering these question responses from question numbers

9,lO,ll, lZ,l3,l4,l5 and 16 of sections three and four were used to

answer this research questions.

Summary of Findings

Five research questions and two-hypothesis were formulated to

guide the study. The two hypotheses were tested with chi-square and

spearman Rank order correlation coefficient. The significance of the

result obtained in

Hot was tested at 0.05 significance level. The hypothesis (H,,) was not

rejected while the Ho2 was accepted.

The finding from the hypotheses are:-

1. There is no significant different between the evaluative

techniques utilized for assessing C.A. in fed Government

colleges and State secondary schools in the three domains of

cognitive, affective and psychomotor.

2. There is a significant relationship between cumulative C.A

marks or scores and the State secondary schools in Cross

River State.

As regards the research questions, percentages and frequency

responses were used and conclusion drawn as follows;

1. Teachers did not use more than 4 techniques in evaluating

both federal and State secondary school students in the three

domains of cognitive, affective and psychomotor.

2. Evaluating techniques contained in a Handbook of C.A

published by F.M.E (1985:5) are contained in both junior and

senior sec. School curriculum.

3. There was a defined agreement that some of the techniques

used are familiar, are easy to apply and readily available.

While the ones they did not use was as a result that they were

not familiar with them, they do not know how to implement

them. The class size 30-40 does not permit their use. Some

of the techniques mostly used are:- test, assignment, project

and observation. Those not used are:- anecdotal record,

check list, rating scale etc.

4. Greater percentage of the C.A of the students are still based

on the cognitive domain while affective and psychomotor are

minimally evaluated.

CHAPTER FOUR

RESULTS

Introduction

This chapter deals with organization, presentation, analysis and

results of data collected to answer the research questions and

hypotheses formulated to guide the study. In the process, five research

questions and two hypotheses were stated.

As Stated in chapter three, simple percentages were used in treating

questions 1, 2, 3,4 , 5,8, 9, 10, 16 of the questionnaire of section two.

For the two hypotheses, Chi-square (%*) and spearman's Rank order

correlation coefficient (Rho) were used respectively. Items in section 1

of the questionnaire were classified under qualification, teaching

experience and classes taught by teachers of both federal Government

Colleges and State secondary schools of cross River State.

For computational convenience, in order to calculate Rho, the

schools were indexed and grades or scores ranked. The following

notations were also used in this chapter.

C.A = Continuous Assessment

No = School.

SCH = School.

SIN = Serial Number

Oh = Percentages

df = Degree of freedom.

J.S.C.E = Junior secondary certificate examination

S.S = Senior secondary

J.S.C.G = Junior secondary certificate grade.

R = Rank

Cum Grd = Cumulative Grade

R, = Rank 1

R2 = Rank 2

C.C.A.S = Cumulative continuous Assessment score

TCll = Teacher's Grade II certificate

ONDD = Ordinary National Diploma

HND = Higher National Diploma

N.C.E = National certificate in Education

B.SC = Bachelor of Science

B.SC Ed = Bachelor of Science in Education

B.ED Maths = Bachelor of Maths Education

T.Q = Teachers Questionnaire

This chapter therefore presents in tabular form the result from the data

analysed. At the end of the analysis, a summary of the results was

made.

Section ? of the questionnaire was aimed at getting the qualifications,

years of experience, classes taught and sex of teachers in both the fed

and State secondary schools in Cross River State. This is represented

in table 4.1 below,

Table 4.1

Classification of teachers qualifications, Teaching experience and classes taught in both federal and State secondary schools of cross - River State.

From the table above, 94 or 82.5% (i.e. 30 B S C and 64 B.SC.

Ed.) out of 114 teachers were degree holders while 20 or 17.5% are

Sex

N.C.E graduates. One can say that federal and State secondary

Educational Qualifications

T.C.11 0.N.D H.N.D N.C.E B.Sc B.Sc. Ed

M

50

schools in cross-River State have well qualified teachers. They also

F

64

have experienced teachers since 20 teachers possess 2-5 years of

No. possessing them

- - -

20 30 64

teaching experience, 44 possess 6-1 0 years and 50 possess 10 years

and above years respectively. Again, out of 114 teachers, 48 of them

teach J.S.S classes while 66 teach S.S classes.

Teaching Experience

2-5 years

20

Classes Handled

J.S

48

S.S

66

6-10 years

44

10 & above

50

4.1 Research Question I

What are the Evaluative techniques utilized for assessing

continuous assessment in fed and State secondary schools i

domains of cognitive, affective and psychomotor? The r e s p u ~ l ~ s "I.

question 20.5 in section two of the questionnaire were used to answer

this research question.

Table 4.2

Frequency and percentage of responses on the evaluative techniques utilized by the teachers

Observation

Interview

Assignment

Project

Text -- Questionnaire

Anecdotal

Records

Check list

Rating scale

Inventory

Total

Cognitive Affective I PS~C~O~OF]

From table 4.2 above, it was observed that the teachers from both

schools, Federal and State secondary schools used mostly test (:

%) and assignment (29.1 1%) for measuring cognitive domain. W ~ I E I I I

measuring affective domain, they used mainly observation (3t

and interview (29.65%).

Finally, in measuring psychomotor domain, the teachers Used

mostly Assignment (30.59%) and projep+ 330/-\

From this, one can say that m

schools made more use of four evaluatrve tecnnlques, rest, assignment,

project and observation in assessing continuous assessments in their

schools. This is because these evaluative techniques showed greater

percentages. Also it was observed from this table that teachers from

Federal and State secondary schools in cross- River State do not make

use of Anecdotal records, checklist, rating scale and inventory in

assessing their students.

Research Question II

Do these evaluative techniques contained in both the junior and

senior secondary school curriculum?

In answering this research question, all the techniques used in

evaluating continuous assessment were identified and enumerated as

contained in a Handbook on continuous Assessment publisped by

federal ministry of Education (F.1

number 8 of section two of the qi

Table 4.3

Frequency and percer evaluative techniques are contalnea In J.S.S and S.S curriculum

I Yes I NO I I I

Observation 1 10(9.90%) 1 1 ( 20.0%) 7

I Questionnaire 1 8 (7.92%) 1 2 (40.0) I

l nterview

Assignment

Project

I I Check list - - -7

8(7.92%)

30 (29.70%)

15 (14.85%)

Anecdotal

Records

I Rating scale I - I - I

1 (20.0%)

- I (20.0%) 4

-

The Table 4.3 shows the responses of teachers on whether the

evaluative techniques are contained in both Junior and senior

secondary school curriculum. The respondents confirmed that some, of

the techniques such as test, Assignment, project and observations are

-

Inventory

Total

- 101

- 5

contained, while techniques like Anecdotal records, check list etc from

the table had no responses.

From this one can say that the teachers do r

techniques because they were ignorant on how ro use rnem ana

evaluate the students.

Research Question Ill

What are the reasons why teachers use or do not use some of

these techniques?

Responses from questions numbers 6 and 7 of section two of the

questionnaire were used to answer this research question.

Item 6: Give two reasons why you used these ones indicated in number

five above.

Table 4.4 Ressonses on reasons for using the techniques

I - --

l nterview

Assignment

Project

Questionnaire 0

Reasons why they were used -- Thev are more straiahter to the ~o in t . It helm in - academic enhancement.

Itiseasytoorganizeandmakesthestudentsto be involved. They are easily computed.

I

are easy to organize and makes the students to

They are more easily used. They consu-ne less time and energy. 1

Tho\/ nrn~tirtn rnnm fnr nffnrtivcr In-ztrninrc That,

be involved.

They are easy to administer. They arc easily used.

They have an independent judgment oi 1 - l e G~I I IU 'S

ability. The mode of assessment in without stress.

The above Table contains responses of teachers why they used

the techniques they chose on table 4.4 above,

Item 7: Two reasons why they do not use the others:

Techniques that were not used in assessing students were carefully

selected and written down using responses under table 4.4 of this write

up. These techniques are: Anecdotal records, check list, Rating scale

and inventory Reasons from respondents why these listed techrliques

were not used are seen under Table 4.5

Table 4.5

Reasons why some techniques were not used in ass(

/ SIN / Techniques not used

/? I Anecdotal Records

Check list. F F IjTRaiins scale

Reasons why they were r

4

It is not familiar.

He class-size of 35-40 st\

use of it.

Inventory

It has not been used befc. - -..- .- .- ..-. - - - . --.- ,

The class size does not permit its use i It is not familiar -7

The Table above shows the techniques not applied by teachers in

assessing C.A and the reasons for not using them in table 4.5 above

showed that those techniques are not familiar to them, or that they do

not know how to use them in assessing continuous assessment. In

short the teachers from both federal and State secondary schools in

cross-River State are ignorant of the application of those evaluative

techniques I assessment. The class size also served as a hindrance in

application of some of them.

Research Question 4

Does greater percentage of assessments of the students based

on the cognitive domain?

Responses from question numbers I, 2, 3, and 4 of section h u were

used to answer this research question.

Table 4.6

Frequency and percentage of responses on whether the assessment in based on the cognitive domain?

Question Items I A I B

domains of educational taxanomy in 1 (88.5) 1 (10.62)

As a teacher, what areas of the here

being evaluated more than other I I areas? I I

100

How often do you collect on the 1 66 1 32

12

affective domain per term? 1 (56.26) 1 (32.14)

cognitive domain per term?

How often do you collect data on the

psychornotor domain per term? 1 (60.52) 1 (26.32)

(57.9)

63

I I

The figures in parenthesis are the percentages. Letters A, B, E,

(28.07)

36

How often do you collect data on the

and D sands for the options as used in the questionnaire (Ref. Appendix

D > The table shows that with regard to data collection, there are difference

in collection of data in the three domains in both Federal and State

secondary schools in Cross River State. It was indicated in Table 4.6

that the teachers mostly evaluate cognitive domain but this was done in

Total

69 30

less than five times per term as shown in items 2 in Table 4.6 i.e.

(57.9%).

Similarly in item 3 of the same table, it was observed that the teachers

evaluate the effective domain in less then five times per term i.e.

(56.26%) and 32.14% up to five times per term.

Finally in items 4 of the same table, it was observed that the

teachers evaluate the psychomotor domain is less than five times per

term i.e. 60.52% respectively. This shows that data was collected

mostly on cognitive and psychomotor domain from the table above. This

goes to confirm table 4. 6 in item 1 which ascertained that cognitive

domain is evaluated most among the three domains- cognitive, affective

and psychomotor.

Research Question 5

To what extent does the students cumulative continuous assessment

marks or scores affect their overall final performance in junior

secondary certificate examination

In answering this question responses from question numbers 9, 10, 11,

12, 13, 14, 15, and 16, of sections three and four were used to answer

this research questions.

Table 4.7

Frequency and percentage of responses c continuous scores are use

Question items l for fina

A grading. --

B

- Student final grade in your

school in based

If students final grade in based

on continuous assessment and

final examination (FE), what

relative weighting does your

school adopt in distribution of

marks between C.A and FE

To ensure uniformity of

standard in assessment of

students in the State or among

the unity schools what

measures are taken?

In reporting student

performance in your school

which of the following scores

do you use.

A student grade in junior school

certificate examination is based

The J.S.C.E in your school is 86

A06

I l l s

being conducted by

The S.S.C.E in your school is

being conducted by

A student grade in S.S.C.E is

based on

The Table above shows that frequency and percentage of

responses on the extent C.A scores are used for final grading. The

figure is parenthesis are the percentages. Letters A, B, C and D stand

for the options as used in the questionnaire (Ref. Appendix D)

With the evidence from the table above, it is a clear, indication that from

the teachers' opinion, cumulative C. A marks or scores affect the

overall final performance or grade of students in J.S.C.E is both Federal

and State secondary schools in Cross River State

In items 9 of the table 4.7, it was observed that the teachers is

both fed and State secondary schools in Cross River State based their

students final grade on both C.A and F.E, i.e. (100%). Also, in item 10,

the responses obtained on the relative weighting adopted in distribution

of marks between C. A and F. E in both schools are mainly C.A 30

marks, final examination 70 marks i.e. (57.89%).

Similarly, in item 11 to ensure uniformity of standard in assessment is

both Federal and State secondary schools in cross-River State, the

teachers responses from the table showed that they set the same

exams for all the State or the unity schools i.e. (66.36%).

Then in item 12 of the same table, the teacher's used mainly raw scores

i.e. (65.45%) is reporting students performance in their schools.

Furthermore, in item 13 the junior school certificate (J.S.C.E) the table

was based on both C.A and final examination.

From item 14, the respondents indicated from he table that the J.S.C.E

in their schools was conducted by both the individual schools and the

fed or State Examination Boards. From all these indications, one can

conclude that students cumulative continuous assessment marks or

scores affect their overall final performance in J.S.C.E.

Hypothesis One

Hal. There is no significant difference between the evaluative

techniques utilized for assessing C.A is fed Government Colleges

and State Sec. Schools in the three domains of cognitive,

affective and psychomotor.

Table 4.8

x2 value of the test of hypothesis on significant difference between evaluative techniques used by Federal schools and State schools.

Schools / Observation I Interview I Assignment I

Fcderal 1 22 ( 19 ( 40

Schools 1 (21.53:7 1 (16.5:; 1 (36.53:28 -

State

Total 99 76 168

Prqject Test I Questionnaire 1 ~ o t a v

Using the formular

x2 = Z [ F ~ - F ~ $ Fe

Where C = summation

Fo = Observed frequencies

F, = expected frequencies

X* = Chi - square.

The data in table 4.8 he above showed the observed and expected

frequencies on use of evaluative techniques is the three domains of

cognitive, affective and psychomotor by Federal schools and State

schools in cross-River State.

This was computed using the x2 Chi- Square formular above. The

figures in parenthesis are the expected frequencies

The calculated x~~ = 2.53. The associated degree of freedom i.e. df = 5

At the 0.05 level of significant and 5df, the critical x * ~ = 11.070

The calculated x2 value is less than the critical X$ value we

therefore, do not reject the null hypothesis, which implies that there is

no significant difference between the evaluative techniques utilized for

assessing C. A in Federal Government Colleges and State Sec.

Schools in the three domains of cognitive, affective and psychomotor.

Hypothesis II (Ho 2)

There is no significant relationship between the effect of

cumulative C.A scores or marks and the junior sec school certificate

examination scores (J.S.C.E) in both Federal and State schools.

Documents (cumulative C.A average scores and J.S.C result grades of

students in the year (1999 - 2001) were ranked and correlated using

the spearman's Rank order difference of correlation coefficient (Rho).

The schools, which were used, were indexed for computational

convenience, Ref (Appendix H - u).

For hypothesis two, a correlation coefficient of 0.018 was

obtained when the cumulative average scores of students were

correlated with their order correlation coefficient (Rho). There is a

positive correlation between the cumulative grade scores and the

J.S.C.E grades of Federal and State Secondary School in Cross River

State. Hence the null hypothesis which States that there is no significant

relationship between the effect of cumulative C.A scores or marks and

the junior Sec. School certificate examination scores (J.S.C.E) is both

Federal and State schools was rejected and the alternative accepted.

Therefore, there is a significant relationship between cumulative C. A

marks or scores of the students and J.S.C.E scores in both Federal and

State schools in Cross River State.

CHAPf ER FIVE

DISCUSSION, CONCLUSION, IMPLICATION,

RECOMMENDATIONS AND SUMMARY

This chapter deals with the discussions using interpretation of the

results of the data analysed in chapter four. It also includes the

educational implication and limitation of the study. Furthermore,

recommendations and suggestions for further research are made.

Finally, the summary of the discussion of the study was made.

The Evaluative techniques utilized for assessing continuous

assessment.

Item number five of section two of the questionnaire have been

used to determine the evaluative techniques utilized for assessing

continuous assessment in Federal and State secondary schools in the

three domains of cognitive, affective and psychomotor

The result of item 5 in table 4.2 showed that teachers used only 4

evaluative techniques as against the ten listed ones as contained in A

handbook on continuous assessment published by F.M.E (1985: 8) for

evaluating continuous assessment of the students in the three domains.

Again the result indicated that teachers used tests, assignments

observations and projects as techniques in assessing students in the

three domains.

From the evidence above, it showed that greater percentage of

teachers 33.2% uses tests more than any other instrument is assessing

students.

Again test, assignment, project and observations could be said to

be some of the techniques employed in evaluating the three domains,

which is in line with the continuous assessment objectives.

Table 4.5 also showed that these techniques not utilized are

checklist, Rating scale, anecdotal records etc for they received no

response at all.

Another question that comes in here is why are majority of these

techniques not utilized by teachers?

More, since table 4.1 has established that teachers are well

qualified and experienced, one can therefore argue that their inability to

employ other numerous evaluative techniques could be as a result of

unfamiliarity of the techniques, lack of training on the use of the

techniques and unavailability of the Handbook published by F.M .E

(1985:5) which States that its purpose was designed to be a Handbook

as well as a trained manual. Also large class could also be a hindrance.

To substantiate the above assertions or argument, Okezie et al.

(1 986: 45) on the research they carried out on the problem that teacher

encounter in the implementation of continuous assessment in primary

schools in Nsukka Local Government Area, found out among other

things that

(1)Teachers have not received adequate training for the effective

implementation of continuous assessment.

(2)That teachers do not know the appropriate techniques for

assessing the affective domain

(3)The class population of 30 - 40 pupils is two large for effective

use of variety of techniques and implementation of C.A.

Okonkwo (1986:35) Eze (1987:18) and Ekwonye (1987: 20) also

confirmed that teachers showed lack of competence in the use of

variety of techniques is assessing students. Ali and Akubue (1985: 26)

also pointed out that teachers showed low performance in selecting

techniques or evaluating affective and psychomotor domains.

Furthermore, Hypothesis one sought to establish if there is no

significant difference between the evaluative techniques utilized for

assessing continuous assessment in Federal and State secondary

schools in the three domains of cognitive, affective and psychomotor.

Discussion on hypothesis one uses table 4.8 to sought the

evaluative techniques used by Federal and State secondary schools in

Cross River State in the three domains of cognitive, affective and

psychomotor.

In cognitive, all the techniques are almost used by teachers: test

139, assignment 168 and project 133. Therefore the cognitive

instruments are used by the teachers of both fed and State secondary

schools.

In affective domain, checklist, rating - scale and anecdotal

records are never used. Psychomotor also has high usage of the

instruments. This is because, the instrument can be used in assessing

both cognitive as well as psychomotor domains depending on what the

teacher wants to assess. To test the hypothesis, Chi-square was used,

see table 4.8 and appendix G. from appendix G, a calculated Chi-

square ( x2) value of 2.53 was got as against a table value of 11.070 at

0.05 significant level. This calculated Chi-square value is less than the

table value, then the null hypothesis was not rejected.

Therefore, there is no significant difference between the

evaluative techniques utilized for assessing C.A is the Federal and

State Secondary Schools of Cross River State is the three domains of

cognitive, affective and psychomotor. It has been of confirmed that

cognitive domain is being evaluated more than other domains.

Hypothesis two sought to find out if there is no significant

relationship between the effect of cumulative C.A scores or marks and

the junior sec. School certificate examination scores (J.S.C.E) id both

fed and State schools in Cross River State. Appendix T and U are used

for computing spearman Rank order correlation coefficient. Appendix U

shows that a correlation coefficient of 0.018 was obtained when the

cumulative average scores of the students were correlated with their

J.S.C grades. There is positive correlation between the cumulative

grade scores and J.S.C scores. Hence the null hypothesis, which states

that there is no significant relationship between the cumulative C.A

scores or marks and the J.S.C.E scores, was rejected and alternative

accepted. That is there is a significant relationship between cumulative

C.A marks or scores and the overall final grades or performance in

J.S.C.E.

Table 4.7 under research question five established this. The

evidence of this table confirm that cumulative C.A scores affect the

overall grade of the students in their J.S.C.E.

Inclusion of 30% C.C.A marks from Table 4.7 elevates the marks

of the students and therefore reduces number of failures. No student

score zero with the use of C.C. A score in examinations. Cumulative

C.A scores increase the number of passes in J.S.C.E. Chances of

passing one single shot examination at the end of a course is limited

compared with the inclusion of 30% C.C.A, average score to the final

examination

The Government is emphasizing that educational assessment will

be based in whole and not part of the continuous assessment of the

progress of the individuals.

Okonkwo (1986: 20), Eze (1987: 18) and Ekwonye (1987: 27) all

pointed out that teachers still use tests and examinations as instruments

in evaluating students leaving out other variety of evaluative techniques

test and exam evaluated more of cognitive domain. It could also be as

a result of non- availability of a Handbook on C.A published by F.M.E.

(1985: 5), which was emphasized to be a guide-teaching manual and so

on for C.A. This Handbook was discovered not to be available in most

schools, bookshops, and university bookshops except a copy in the

State ministry of education.

The research recommends that the Handbook should be made

available to schools and should be flooded into the market to reach

teachers who are to implement continuous assessment.

Conclusion

Although the continuous assessment programme is supposed to

bring a balance in the assessment of the 3 domains of human

development, most of the relative techniques were not at the disposal of

the teachers and as such were not utilized in the assessment of the

students. It is therefore advisable to incorporate into the junior and

senior secondary school curriculum, all the techniques or instrument

with comments on each technique for assessing continuous

assessment. Handbook published by F.M.E (1985) so as to enable

practicing teachers to have access to the copies, instead of limiting the

copies to the Federal and State ministries.

Nevertheless, a clear categorization of these evaluative techniques

under the 3 domains (cognitive, affective and psychomotor) should have

been an ideal for the teachers to ensure a balanced assessment of the

students.

However, as a result of the importance and nature of this study, a

wide area of study and a larger sample incorporating other secondary

schools in Cross River State other then Federal Schools and nine State

schools and schools in other States of the federation would be ideal for

greater generalization.

Finally, for the fact that teachers have not been specifically trained for

continuous assessment programme, proper continuous assessment of

students will remain a mirage until teachers are exposed to courses on

the programme.

Educational Implication of the Study

The findings of this study: Evaluation of continuous assessment

programme in Federal and State secondary schools in Cross River

State secondary schools have a far reaching educational implications.

These are;

Techniques or instruments used for evaluating cognitive, affective

and psychomotor domains which are contained in " A Handbook on

continuous Assessment" published by F.M.E (1985) was discovered to

have not been completely utilized by teachers in the Federal

Government Colleges and teachers in the State secondary schools is

assessing students. Those not used by both teachers in assessing

students are checking list, anecdotal records, inventory etc. This shows

that the teachers are not familiar with these techniques. This finding will

serve as an eye opener to both the federal ministry of education and the

State ministry of education that all the techniques supposed to be used

in assessing the three domains of cognitive, affective and psychomotor

are not property utilized as supposed to. Still on the above, it implies

the federal ministry of education cum State ministries of education

should mount intensive seminars I workshops and even in service

training or long vacation course for practicing teacher to study and learn

those continuous assessment instruments that pose problems to them

which they are not familiar with in assessing affective and psychomotor

domains.

The findings also implies that supervisors of schools should

extent their areas of inspection towards finding out various techniques

or instruments utilized by teachers in assessing the students whether

the specified three domains are evenly evaluated instead of the

monotonous checking of notes of lessons and the number of

assignments gives and marked by the teachers.

It also implies that institution responsible for the training of

teachers should incorporate into their curriculum "Continuous

assessment" as one of the course titles in education. When this is done

it means that the rationale for advocating continuous assessment,

instrument or techniques used and a host of others for assessing C.A

will be covered. Since we know that C.A is a comprehensive

assessment of a student from the day the student starts a course till the

end of the course.

The study also discovered that cognitive domain was evaluated

more neglecting affective and psychomotor domains. This implies. That

objective of C.A, which assesses the totality of the child's behaviour,

has not been achieved. Therefore records of such assessment cannot

be entirely said to be valid and reliable. Another important implication of

this study is setting up C. A committee in all the federal and State

secondary schools, the federal and State ministry of education should

go round. The schools and make sure that such committee exists in all

her schools. This will ease most of the problems of continuous,

assessment and enhance its implementation. These committee should

be solely in charge of setting monthly test questions, termly and end of

the session examination questions in both the Federal and State

secondary schools based on secondary school syllabus to ease lack of

comparability of questions, markings scores and standard etc. from

school to school. The members must be teachers that teach different

subjects of different classes. Junior secondary one to senior secondary

three drawn from different schools.

Furthermore, the study has exposed the seriousness and

importance of the effect of cumulative continuous assessment scores

on the overall grade of the students in J.S.C.E results. This will make

the teachers, students parent and ministry of education to take students'

tests and examinations to make up these cumulative scores very

serious and important. It will also make students in particular to work

harder and study always.

Finally, the above implications of this study to education equally

imply that the Government and its agencies should re-examine whether

the Stated objectives of continuous assessment and its procedures are

being carried out as addressed. Therefore it will help her to intensify

actions towards achieving them. It will also help her to identify the

problems of implementation continuous assessment practices.

Recommendation

The following recommendations are made based on the results of

this study

I. Studies should be carried out to evaluate continuous

assessment in other secondary schools of the State excluding

the nine State schools used for the study.

2. Practicing teachers should be granted in-service training on

continuous assessment programme in both Federal and State

secondary schools since they have to do the actual

implementation of the programme.

3. Institutions responsible for the training of teachers should in

corporate into their curriculum "continuous Assessment" as

one of the course titles in the faculty of Education. Here the

objectives and rationale for advocating continuous

assessment will be taken care of.

4. Continuous assessment techniques should be incorporated

into both junior and senior secondary school curriculum. This

will help the teachers to come across them since they often

consult and make use of the curriculum in teaching.

5. Federal ministry of Education, State Ministry of Education and

Local Government Commission should mount intensive

seminars/workshops on even long vacation courses for

practicing teachers to study and learn those continuous

assessment instruments or techniques that pose problems, to

teachers which they are n to familiar with in evaluating

affective and psychomotor domains. This will help to eliminate

evaluating more of cognitive domain.

6. Supervisors of schools should extend their areas of inspection

towards finding out various techniques utilized by teachers in

assessing the students, and whether the specified three

domains are evenly evaluating instead of the monotonous

checking of notes of lessons and the number of assignments

given and marked by teachers.

7. There is need for uniformity of records Booklets and in the

kinds of records kept in the format.

8. A separate room or office should be allocated for

examinations where members of the examination committee

will stay to execute their functions each time there is a

testlexamination. This will help to minimize examination

leakage and enhance smooth running of conduct of

examinations.

9. Continuous Assessment tests/exams should be standardized

so as to have uniform testlexarn setting and marking. If the

testlexam are standardized, there will be norm and the

testlexam could be compared across Federal and States.

10. Marking scheme should be provided and strictly adhered to in

order to minimize hallow effect.

Limitation of the Study

The limitations of this study include:

(1) The use of Federal Government Colleges and nine State secondary

schools alone in Cross River State excluding other State secondary

schools of the State may not have exactly represented the sample

appropriately.

(2)The one hundred and twenty (120) respondent both Federal and

State secondary school teachers used could not adequately

represent the entire secondary school teachers' population in the

State, as such the study could be limited.

Suggestion for Further Research

This study cannot claim to be exhaustive in itself because there

are other dimensions of evaluating continuous assessment. Therefore

the researcher suggests the following areas for further researcher.

The same study could be carried out in other Cross River

State secondary schools outside the three zones covered

since there are six (6) educational zones in Cross-River State.

The survey could also be carried out in other States of the

federation other than Cross-River State.

The few techniques discovered utilized by the Federal

Government college teachers and State secondary school

teachers in assessing continuous assessment can be verified

in other States.

Studies should be carried out in the area of continuous

assessment on record keeping and implementation.

Studies should also be carried out to evaluate continuous

assessment in senior secondary schools of other States that

have sat for the senior secondary school certificate

examination for three years.

Summary of Major Finding

From the analysis above, the following findings were observed

(i) Majority of the teachers from both Federal and State

secondary schools in Cross River State made more use of four

evaluative techniques: test, assignment, project and

observation in assessing C.A is their schools.

(ii) Teachers from both schools in Cross River State do not make

use of Anecdotal records, checklist, rating scale and inventory

in assessing their student. This is as a result of ignorant on the

application of these evaluative techniques in assessment.

(iii) Most teachers from Federal and State Secondary Schools in

Cross River State used mainly test, assignment, project and

observation because (i) they are easily administered (ii) easily

computed and also they consume less time and energy.

(iv) Majority of the teachers from both schools used cognitive

domain mainly in assessing their students but is less than five

times per terms.

(v) From the teachers' opinion, cumulative C.A marks on scores

affect the overall final performance or grade of students in

J.S.C.E in both Federal and State secondary schools in Cross

River State.

REFERENCES

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Akpa, 0.0 & Udoh S.U. (ed) (1988). Toward Implementation, the 6-3- 3-4 system of Education in Nigeria.

Cohen, L. & Manion, L. (1978). A Guide to Teaching Practice. Akure: Fagbamigbe Itd.

Denga, D. I. (1 987). Educational measurement continuous Assessment and Psychological testing. Rapid Educational publishers Calabar.

Ezeoke, J.0, (1983). Theory and Practice of continuous Assessment. Ihiala: Deo Gratias Press.

Ezewu, E.E & Okoye, N.N. (1981). Principles of continuous Assessment. Ibadan: Evans Brothers Itd.

F.M.E., (1 985). A Handbook on continuous Assessment. Lagos: Heinemann Educational Books (Nig.) Ltd.

F.M. E., (1 98 1 ). National Policy on Education. Lagos: federal Republic of Nigeria, Federal Government Press.

F.M .E., ( I 98 1 ). Junior secondary school curriculum. M bey & Associates, Surulere, Lagos.

Harbor-Peters V.F. (1 999). Noteworthy Points in Measurement and Evaluation. U . N . N.

I pa ye, T, (1 982). Continuous Assessment in Schools. Ilorin: University Press.

Nwana, O.C. (1 982). Educational Measurement for Teachers. Lagos: Nelson Africa.

Nwigwe, C.C. & Nwigwe V.U. (1985). Continuous Assessment Guideiines for Teachers. New African publishing Co. (Nig.) Itd.

Obioma, G.O. (1981). Practical Statistics in Measurement and Evaluation. Evans, Ibadan.

Ochuche, R.O. & Akeju, S.A. (1987). Testing and Evaluation in Education. Lagos: African Educational Resources.

Ogbonna, F.C. (1993). Testing Measurement and Evaluation in Education. Source publishers Jos.

Thorndike r/o/ & Hagen E. (1969). Measrrrement and Evaluation in Psychology and Education. Third Edition.

Aki~bue, A. & Okonkwo, J.R. (1 987). "Current Statrrs of the Continuous Assessment Exercise After five Years of \implementation: A case study".

Ali, A & Akubue, (1987). "The effects of A Continuous Assessment Training programme on Secondary school Teachers' perfor-rnances on continuous Assessment Practices".

Adedi bu, A.A.A., (I 987). "Continuous Assessment in 6-3-3-4 system of Education".

Bajah, S.T. (1 984). "Continuous Assessment and Practical Work in science Teaching. A plea for Pragmatism". Journal of science teachers' Association of Nigeria April.

Greenwood, C. & Maheady, L. (1997). "Measurable change in student performance': Forgotten standard in teacher preparation. Teacher Education and Special Education 20(3), 265-275.

Guba. E. & Lincoln, Y. (1981). "Effective Evaluation, Improving the usefulness of Evaluation Resulfs Through Responsive and Nat~~ralistic Approaches". Sam Francisco: J ossey Bass.

Inger, M. (1 993). "Authentic Assessment in secondary Education". New York Columbia University Institute of Education and the Economy.

Laukkanen R. (1998). "Accountability and Evaluation: Decision making structures and utilization of Evaluation in Finland". Scandinavian Education Research 42(2), 123-1 33.

Linn, R. Bakar, R. & Dunbar, S. (1991). Tomplex performance-based Assessment. Expectations and Validation criteria". Educational Researcher 20(8), 15-21.

Aboka, E. 0. et al, (1988). "Evaluative Techniques Adopted in continuous Assessment Programme in senior secondary school Geography in Enugu and Udi Local Government Areas of Anambra State". Unpublished B.Ed Thesis, University of Nigeria, Nsukka.

l keazoya N. F. (I 990). "An Evaluation of continuous Assessment programme in mathematics in Imo State model secondary schoolsJ'. Unpublished M.ED Thesis, University of Nigeria, Nsukka.

Okezie, et al, (1986). "A study on the problems Teachers Encounter in lmplemenfafion of continuous Assessment in Primary schools in Nsukka L.G.AJ: Unpublished B.ED Thesis, University of Nigeria, Nsukka.

Og bonna, F.C. (1 997). Strategies for Effective Evaluation of students in Post-Primary schools in NigeriaJ'. A paper presented during a workshop organized for teachers in Federal Government college, I korn Cross-River State.

APPENDIX A

Department of sub-Sci. Education University of Nigeria Nsukka. 20th April, 2003

Prof.lDr.. . . . . . . . . . . . . . . . . . . . . . . . . Department of sub-science Education University of Nigeria Nsukka.

Dear SirIMadam,

VALIDATION OF TEACHERS' QUESTIONNAIRE

I am a post-graduate student in the Department of Measurement

and Evaluation of University of Nigeria, Nsukka. 1 am currently carrying

out a research study on "An Evaluation of continuous Assessment

programme in Federal Government colleges and State secondary

schools in cross-River State.

Total of 16 questions have been developed and these are

arranged into 3 sections making up the questionnaire.

Please sir, you are requested to face-validate the instruments

criticizing and commenting on the individual items and questions.

I am very sorry or bothering you SO much. I appreciate all Your

effort towards this study.

I regret all the inconveniencies this would have caused you.

Thank you and May God bless you. Amen.

Yours faithfully,

Ezenwa-Nebife D.C. (Mrs.)

APPENDIX B

Department of Sub-science Education University of Nigeria, Nsukka 28th ~ a y , 2003

The Executive Secretary, Federal and State Management Board, Cross River State.

Sir,

PERMISSION FOR MRS. EZENWANEBIFE TO CARRY OUT RESEARCH PROJECT ON "AN EVALUATION OF CONTINUOUS ASSESSMENT PROGRAMME IN FEDERAL GOVERNMENT COLLEGES AND STATE SECONDARY SCHOOLS"

The above named student is carrying out a research project work

on "Evaluation of C. A. Programme in Federal Government Colleges

and State secondary schools1' in Cross River State.

She needs continuous assessment scores as well as junior

secondary certificate results in order to effectively carry out the work.

She also needs to administer questionnaires in your schools.

I am therefore asking for your permission and co-operation for

her to collect the relevant data from the twelve schools in Cross River

State.

Thanks Yours faithfully,

Dr. B. G. Nwougu (Supervisor)

APPENDIX C

The Executive Secretary, Secondary Education Management Board, Calabar, Cross River State. 3rd June, 2003.

The Principals, Federal and State Secondary Schools, Cross River State. Dear Principals,

PERMISSION TO COLLECT NECESSARY DOCUMENTS (CUMULATIVE SCORES AND RESULTS OF 1999 - 2001 J. S.S.) ON COWINWOUS ASSESSMENT AND TO ADMINISTER QUESTIONNAIRE EZENWA-NEBIYE D. C. (MRS.)

Ezenwa-Nebife D. C. (Mrs.) is a M.Ed, measurement and Evaluation

research student of the university of Nigeria, Nsukka with Reg. No.

PGlMEDIS/99/2611 I, currently carrying out a research project on "An

Evaluation of Continuous Assessment programme in Federal

Government Colleges and State Secondary Schools of Cross River

State". She needs continuous assessment cumulative results of the

years 1999, 2000 and 2001 respectively. She also needs to administer

questionnaire to your teachers.

Kindly grant her maximum co-operation and assistance.

Thanks for your co-operation

Ezeribe S. N.

APPENDIX D

QUESTIONNAIRE

University of Nigeria Faculty of Education Science Education Department

Teacher's Questionnaire

Dear Respondent,

I am a M. Ed. measurement and Evaluation student of the

university of Nigeria, Nsukka carrying out a research project on "An

Evaluation of Continuous Assessment programme in Federal and State

Secondary Schools in Cross River State Secondary Schools.

Your genuine and unbiased responses to these questions will be

of great help to me and will be treated confidentially.

SECTION ONE

1. Sex ...........................................................................

2. Educational Qualification(s). ............................................

3. Teaching Experience ......................................................

4. Class(es) handled .........................................................

5. School ........................................................................

SECTION TWO

Tick (4) where applicable

Educational assessment and evaluation will be liberalized.

I. As a teacher, what area of the three domains of educational

taxonomy is being evaluated more than other areas.

(a) Cognitive domain only.

(b) Cognitive and affective domain only

(c) Affective domain only.

(d) Psychomotor domain only.

(e) Both cognitive, affective and psychomotor domain.

2. How often do you collect data on the cognitive domain per

term?

(a) Less than 5 times per term.

(b) Up to 5 times per term.

(c) Less than I 0 times per term.

(d) Up to 10 times per term.

3. How often do you collect data on the affective domain per

term?

(a) Less than 5 times per term.

(b) Up to 5 times per term.

(c) Less than 10 times per term.

(d) Up to 10 times per term.

4. How often do you collect data on the psychomotor domain per

term?

(a) Less than 5 times per term.

(b) Up to 5 times per term.

(c) Less than 10 times per term.

(d) Up to 10 times per term.

5. Indicate the evaluative technique you use among those listed

below in three domains.

I Cognitive I Affective I Psychomotor I - I

Observation 1 1

Assignment

Test

Anecdotal 1 1 I I

Records 1 I

Checklist c I Rating Scale I 1 I I Inventory ( I I

6 Give two reasons why you use these ones indicated in

number five above .........................................................

.................................................................................

.................. 7. Give two reasons why you do not use the others

..................................................................................

8. Are the evaluative technique contained in No. 5 found in your

subject area curriculum?

yes [ I No[ I

SECTION THREE

ADVANCEMENT FROM ONE CLASS TO ANOTHER IS BASED ON

CONTINUOUS ASSESSMENT

Students final grade in your school is based on

(a) Continuous assessment only.

(b) Final examination only.

(c) Both continuous assignment and final examination.

If Students final grade is based on continuous assessment

and final examination, what relative weighting does your

school adopt in distribution of marks between continuous

assessment and final examination.

(a) C. A. 20 marks, final examination 80 marks.

(b)C. A. 30 marks, final examination 70 marks.

(c) C. A. 40 marks, final examination 60 marks.

(d) C. A. 50 marks, final examination 50 marks.

(e) Others specified.

To ensure uniformity of standard in assessment of students in

the State or among the Unity Schools, what measures are

taken?

(a) Co-ordination meetings are held before marking.

(b) Conference marking is adopted.

(c)Co-ordination meeting and conference marking are

adopted.

(d)Setting the same exams for all the State or the Unity

Schools.

(e) Others

specified.. . . . . . . . . . . .. . . . . . . . . . . . ,. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. In reporting student's performance in your school, which of the

following scores do you use?

(a) Raw score.

(b) Z-score.

(c) T-score.

(d) Percentile rank score.

(e) Simple rank.

SECTION FOUR

THE JUNIOR SCHOOL CERTIFICATE (JSC) SHALL BE BASED ON

A student grade in junior School Certification Examination is

based on:

(a) Continuous assessment only.

(6 ) Final examination only.

(c) Both continuous assessment and final examination.

The Junior School Certificate Examination in your school is

being conducted by

(a) The individual schools.

(b) The Federal examination boards.

(6) Both the individual schools and the Federal examination

boards.

The Senior School Certificate Examination in your school is

being conducted by

(a) The individual schools only.

(b) The national examination boards only.

(c) Both the individual schools and the National examination

boards.

16. A student grade in Senior School Certificate Examination is

based on

(a) Continuous assessment only.

(b) Final examination only.

(c) Both continuous assessment and final examination.

APPENDIX E

THE TWELVE SCHOOLS USED FOR THE STUDY AND THEIR ZONES

~ Y c i a n d S c i e n c e , Ogoja I Ogoja

SIN

I

3. 1 Federal Girls' Government College. Calabar / Calabar

Community Secovdary School, Akpalabong I lkom

SCHOOLS

Federal Government College, lkom

cwy Child ~ e c o n d s r ~ School, l kom 1 lkom

ZONES

l kom

7. / Army Day Secondary School, Ogoja

9. Government Technical College, Ogoja

8.

*day School, Calabar

Holy Child Secondary School, Ogoja Ogoja

I I

I 1

12. West. Government Secondary School, Calabar -t- Calabar

NYSC Model Secondary School, Calabar Calabar

APPENDIX F

THE DISTRIBUTION OF TEACHERS IN EACH SCHOOL AND THE

SAMPLE SIZE

NAMES OF S C H ~ O L S

TEACHERS

Federal Government College, lkom

Federal Arts and Science, Ogoja

60

I I

10

60

Federal Girl's Government College, I 60 Calabar Community Secondary School,

I 0

10

Akpalabong Holy Child Secondary School, lkom

50

Velos Secondary School, l kom

I 0

50

Army Day secondary School, Ogoja

Government Technical College, I 40 I 10

I 0

50

Holy Child Second School, Ogoja

I 0

40 10

40

Og oja Holy Child Secondary School,

Calabar --

10

~ a l a b a r NYSC Model Secondary School,

50 I 0

50

West. Government Secondary School, Calabar.

I 0

50 10

APPENDIX G

COMPUTATION OF CHI-SQUARE FOR SIGNIFICANCE USE OF

EVALUATIVE TECHNIQUES IN THE THREE DOMAINS

x2 values of the test of hypothesis on significant difference between

evaluation techniques used by federal schools and State schools. The item

- Total 1 x2c

number 5 of the questionnaire was used for the computation.

Using the formular

Schools

Federal

Schools

State

Schools

Observation

-- 22

- (21.53)

77

(77.47)

-*Ty- Total

-

Interview

19

(1 6.53)

57

(57.47)

168

Assignment

40

(36.53)

128

(131.47)

133

Project

25

(28.92)

108

(1 04.08)

139 61

Test

26

(30.23)

1 13

(1 08.7)

Questionnaire

15

(t3.26)

46

(47.74)

Index " YR 1 c j cj

APPENDIX H

FEDERAL GOVERNMENT COLLEGE IKOM C. C.A.S. AND FINAL J.S.C.E. FOR 1999 - 2001 (INDEX A)

Total 56

z 6

I 1999

Score Cu GR x a, 0

Cu Score Cu GRD YR 2 AV D Y R I Y R 2 Y R 3 AV a,

a F - @ u cj

C3 - 6 "

" cj cj 6

Y R I Y R 2 YR3 Av Y 2000 200 1

APPENDIX L

HOLY CHILD SECONDARY SCHOOL IKOM

FROM 1999 - 2001 (INDEX E)

:H DEX

CU SCORE yrl yr2 yr3

J.S.C.G CU AV

APPENDIX M

VOLOS SECONDARY SCHOOL IKOM

C.C.A.S AND FINAL J.S.C.E

FOR q999 - 2001 (INDEX)

Cu score

APPENDIX N

ARMY DAY SECONDARY SCHOOL OGOSA

C.C.A.S AND FINAL J.S.C.E FOR 1999 - 2001

(INDEX G)

1999 2000 200 1 HOOL DEX

CU AV

J.S.C.G CU SCORE Y] ~2 ~3 GRD

SCH INDEX

J.SCE CU SCORE Y] ~2 ~3

Cu av grd

Sch index

JSCG Cu score ~1 ~2 ~3

Cu av

grd

APPENDIX 0

HOLY CHILD SECONDARY SCHOOL OGOJA

C.C.A.S AND FINAL J.S.C.E FOR

1999- 2001 (INDEX H)

J.SCG I Cu score

APPENDIX P

GOVT. TECHNICAL COLLEGE OGOJA C.C.A.S AND FINAL J.S.C.E FOR 1999 - 2001 (INDEX I)

1999 - - - -

SCH Cu Sch J.SCG Cu score Cu grd INDEX

I , av , grd , index I y-1 yr2 y-3 av

i I i

H. )EX

tal r

J.S.C.G

53 5.3

I

56 5.6

I

CU SCOFE yrl yr2 yr3

CU AV GRD

Using t he formula

APPENDIX V

NAMES OF SCHOOLS IN THE THREE ZONES OF CROSS RIVER STATE.

IKOM ZONE: This zone is made up of lkom L.G.A, Etung L.G.A and Boki

L.G.A.

1. Abanyum Secondary School, Edor

2. Community Secondary School, Akparabong

3. Army Day Secondary School, Afi

4. Community Secondary School, Balep

5. Community Secondary School, Nde

6. Community Secondary School, Okangha

7. Community Secondary School, Okuni

8. Government Secondary school, I kom.

9. Holy Child Secondary school, l kom

10. Ofutop Comprehensive Secondary School, l kom

7 I. Velos Secondary Community School, lkom

12. Yala Community Secondary School, lkom

13. North Abanyom Community Secondary School, Etikpw

14. Community Secondary School, Nta, I kom.

ETUNG LOCAL GOVERNMENT AREA

7 . Ogim-Onor Secondary school, Abia

2. Etung Comprehensive Secondary School, BIEkiem

3. Ejagham Secondary School, Abijang

4. Community Secondary School, Etomi

5. Community Secondary School, Nsofang.

BOKl LOCAL GOVERNMENT AREA.

Boki Comprehensive Secondary School, Okundi

Buentsebe secondary School, Wula

Community Secondary School, Abo

Community Secondary School, Boje

Community Secondary School, Kat-lrruan

Buda Comprehensive Secondary School, Kak-lrruan

Community Secondary School, Ogep-Osokom

Community Secondary School, Nsadop

Community Girls Secondary, Okwabang

Community Secondary School, Iso-Bendeghe

Secondary Community School, Bateriko

Secondary Community School, Bekpor lrruan

Secondary Community School, Kakwagom

Secondary School, Bawop

lrruan Community Secondary School, Bunyia

Luth High School, Borum

Oku Secondary School, Oku-Bushuyu

Trinity Secondary School, Bashua

Bessong Boki C.H.S, Biajua

Beebo Comprehensive H.S, Oluluo

Comprehensive High School, Buanchor

Comprehensive High School, Bumaji

Okwanao CSS. Bokalum.

OGOJA ZONE: This zone is made up of Ogoja and Yala L.G.A

St. Yhomas College, Ogoja

Army Day Secondary School, Ogoja

Holy Child Secondary School, Ogoja

Ekajuk Comprehensive Secondary School, Bansara

N kum Secondar)~ School, lbil

Nkum lborr Secondary School, Alladim

Mbube West Secondary School, Ekumtak

Mbu be East Secondary School, Oboso

Ntol Comprehensive Secondary School, Ndok

Community Secondary School, Nwang

Government Comprehensive Secondary School, Mfom

Good sherpard soecial Education, Ogoja

Government Science school, Egbe-Mbube

Comprehensive High School, Idum-Mbube

Government Technical College, Ogoja.

YALA L.G.A

I. Comprehensive Secondary School, Mfum

2. lgbeku Comprehensive Secondary, lmaje

3. Mary Knoll College, Okuku

4. Oeyi-Onwu secondary GeMMe School, Yahe

5. Secondary Grammar School, Wanakom

6. Yache Community Secondary School, Alifokpa

7. Yala Secondary Commercial School, Okpoma

Community Secondary School, Ijiegu, Yache

Community Secondary School, Wanikade

Community Secondary School, Gabu

Comprehensive High Secondary, Ugaga

Comprehensive High Secondary, Anyaogbe-lgede

Comprehensive High Secondary, Ekwork

Comprehensive High Secondary, Uchu-Yache

Model Secondary School, Okpoma

Government Science school, ljiraga

Government Science school, Wanihem

Government Science school, Wagada ebo

Community Secondary School, Ijegu, Yala

CALABAR ZONE: This zone comprises of Akamkpa L.G.A and Calabar

L.G.A.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Hope Waddel Training lnstitute

West African Peoples' lnstitute

St. Patricks' College I kot-Ansa

Government College I kot-Ansa

Aesttiete Secondary School, Calabar

Army day Secondary School, Calabar

Magrete Ekip Women Educational Vocational Centre

Special Education Centre

Comprehensive High School, Nasarawa

Government Secondary School, Federal Housing Estate

Government Secondary School, State Housing Aesthete

NYSC Model School, Calabar

Comprehensive High School, Atabong Town

Comprehensive High School, Archibong Town

Comprehensive High School, Akwa lkok Efagha

Edgerly Memorial Girls' Secondary School, Calabar.

Holy Child Secondary School, Calabar

Duke Town Secondary School, Calabar

Pinn-Magrete Secondary Commercial School

Government Secondary School, Henchow Town

Government Secondary School, Anantigha, Calabar South

Community Secondary School, lkot Ewa Akpabiyo

Secondary School, lkot Edem Odo

Community Comprehensive Secondary School, Akwa lkot Edem

Government Secondary School, Atu

Don-Duke High School, Affia Nsor

Community Secondary School, Esighi

Government Secondary School, I kot-Eneyo

Comprehensive Secondary School, Akan Soko.