TABLE OF CONTENTS

Cover Page…………………………………………………………………………….i
Title Page……………………………………………………………………………..ii
Approval Page……………………………………………………………………….iii
Dedication……………………………………………………………………………iv
Acknowledgement……………………………………………………………………v
Table of Contents…………………………………………………………..................1
List of Tables................................................................................................................. 4

ABSTRACT .................................................................................................................. 5

CHAPTER ONE ........................................................................................................... 6

INTRODUCTION......................................................................................................... 6

1.1. Background of the Study .................................................................................. 6

1.2. Statement of Research Problem ....................................................................... 9

1.3. Purpose of the Study ......................................................................................... 9

1.4. Research Question .......................................................................................... 10

1.5. Scope of the Study .......................................................................................... 10

1.6. Significance of the Study................................................................................ 11

1.7. Definition of the Key Concepts ...................................................................... 11

CHAPTER TWO ........................................................................................................ 12

LITERATURE REVIEW............................................................................................ 12

2.1. Introduction .................................................................................................... 12

2.2. Theoretical Framework .................................................................................. 13

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 2.3. Conceptual Framework .................................................................................. 17

2.4. Review of Related Literature.......................................................................... 18

2.4.1. Some characteristics of Continuous Assessment. ....................................... 18

2.4.2. The Various Techniques of Continuous Assessment .................................. 19

2.4.3. Stakeholder in the implementation of Continuous Assessment .................. 22

2.4.4. Purpose of Continuous Assessment ............................................................ 25

2.5. Overview or Summary of the Review ............................................................ 28

CHAPTER THREE ..................................................................................................... 29

RESEARCH DESIGN AND METHODOLOGY ...................................................... 29

3.1. Introduction .................................................................................................... 29

3.2. Background of Study Area ............................................................................. 29

3.3. Research Design ............................................................................................. 30

3.4. Population ....................................................................................................... 31

3.5. Method of Data Collection ............................................................................. 32

3.6. Instrumentation ............................................................................................... 32

3.7. Method of Data Analysis ................................................................................ 33

CHAPTER FOUR ....................................................................................................... 34

DATA PRESENTATION, AND INTERPRETATION ............................................. 34

4.1. Introduction .................................................................................................... 34

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 4.2. Presentation, Analysis and Interpretation of Data in Variables for the Main

Research ................................................................................................................... 34

CHAPTER FIVE ......................................................................................................... 40

SUMMARY, CONCLUSION AND RECOMMENDATION ................................... 40

5.1. Introduction .................................................................................................... 40

5.2. Summary ......................................................................................................... 40

5.3. Conclusion ...................................................................................................... 41

5.4. Recommendation ............................................................................................ 42

REFERENCES:........................................................................................................... 44

APPENDIX A ............................................................................................................. 47

SAMPLE QUESTIONNAIRE ................................................................................ 47

APPENDIX B ............................................................................................................. 50

SUPPLEMENTARY TABLES OF FIGURES ....................................................... 50

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 List of Tables

TABLE 1: PROFESSIONAL-UNPROFESSIONAL TEACHER AGGREGATE

(FREQUENCY) 35

TABLE 2: TOOLS EMPLOYED AND FREQUENCY OF USE 36

TABLE 3: DISTRIBUTION OF RESPONDENTS ON TEACHER OPINION OF

CONTINUOUS ASSESSMENT INFLUENCE ON STUDENTS’ ACADEMIC

PERFORMANCE (PERCENTAGE) 38

TABLE 4: DISTRIBUTION OF RESPONDENTS ON TEACHER OPINION OF

CONTINUOUS ASSESSMENT INFLUENCE ON STUDENTS’ ACADEMIC

PERFORMANCE (FREQUENCY) 50

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 ABSTRACT
This study examined the status, gaps and challenges of Continuous Assessment
practices of ten Senior Secondary School teachers in Makurdi Local Government
Area of Benue State, Nigeria. The survey was conducted on a random sample of 95
teachers. The survey sought information from the school teachers’ on their
professional qualification, their opinion of the Continuous Assessment influence on
student’s academic performance, and the appropriate application of the Continuous
Assessment tools. Results showed that 44.21 percent of the teachers are not
professionally trained teachers; most of school teachers demonstrated poor
understanding of the elementary concept of Continuous Assessment; many teachers
misapplied the Continuous Assessment tools and they generally exhibited a poor mix
in the use of the tools. In order to see to a better implementation of the Continuous
Assessment teachers are to be mandatorily and formally trained in Continuous
Assessment principles and practice both at pre-service and in-service levels; and
they should be given material and morale support through provision of computing
tools and materials as well as monitored on the implementation of the Continuous
Assessment processes’.

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 CHAPTER ONE
INTRODUCTION

1.1. Background of the Study

Continuous Assessment is an important aspect of our educational system. The

educational policy was introduced by the Federal Republic of Nigeria in 1981.

The introduction of 6-3-3-4 system of education called for Continuous

Assessment to facilitate the educational placement of youths into appropriate

programme options. Continuous Assessment is an educational technique which

takes into cognisance, the domains of behaviour: the cognitive, affective and

psychomotor (Orhungur, 2006). It is a process in which a child’s performances

in the three educational domains are obtained throughout his schooling. In this

system, the student is therefore evaluated in the vocational three educational

domains including:

a. Cognitive thinking, reasoning, understanding, application, knowledge and

evaluation.

b. Affective values and beliefs, attitudes and appreciation, interests, human

relations, habits, morals and emotions, aesthetics.

c. Psychomotor: manipulative skills, body movement, in writing, handling

equipment, dancing, games and sports.

According to Federal Republic Nigeria (1981) and Ojorinde and Falayajo

(1984). Continuous Assessment is a technique whereby the final grading of

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students in the cognitive, affective and psychomotor domains of behaviour take

account, in a systematic way, of all their performances during a given schooling

period; using a variety of modes of evaluation to guide and improve the learning

and performance of the students.

A broad concept of continuous assessment can be perceived as frequent decision

making and judgements which individuals, groups, and institutions pass in what

affect their lives and those of others. Such judgements are usually taken on the

basis of experience, information, evidence, or data.

Assessment is any procedure or activity that is designed to collect information

about the knowledge, attitude, or skills of the learner or group of learners

(Greaney, 2001). Assessment is therefore a process through which the quality of

an individuals‟ work or performance is judged (Mwebaza, 2010). He went

further to posit that, “When carried out as an on-going process, assessment is

known as Continuous Assessment (CA)”.

The official introduction of Continuous Assessment in the Nigerian school

system by Federal Government marks an important stage in educational

development in the country (Onwuegbuna & Onwuegbuna, 2006). This

innovation 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

(Denga, 2006). According to Mwebaza (2010), all the teaching and learning is

centred on passing final examinations. It is sometimes referred to as „teaching to

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the test‟. This challenge is compounded even further by the fact that students‟

promotion or selection to another level is based on student’s grades. This kind of

assessment is subjective, informal, immediate, on-going, and intuitive as it

interacts with learning as it occurs (Kellaghan & Greaney, 2003). For instance,

teachers are required to assess their students regularly using different assessment

strategies so that learners could memorize the subject content taught to them

during the final examinations. This is done so that students could perform highly

in the final examinations. The downside of this approach is that students are

encouraged to exercise rote memorization of facts and cramming of information

rather than acquiring problem-solving skills

The “almighty” final examination was almost the sole determinant of the

children’s academic progress and promotion to higher educational levels

(Onwuegbuna & Onwuegbuna, 2006). The so called final examinations had

caused tremendous nervousness in children who dreaded it with morbid fears. It

is little surprising that some people resorted to all means including cheating

behaviour, and rote learning of facts to ward-off the devastating effect of the

final examination (Onwuegbuna & Onwuegbuna, 2006). In order words, some

crafty means to escape the harsh “verdict’ became an attractive way out.

The Continuous Assessment movement stayed in gestation for a while because

of ignorance of it's benefits or some teachers came to like the “one shot” British

type of assessment because it was easier than the time consuming Continuous

Assessment (Onwuegbuna & Onwuegbuna, 2006).

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1.2. Statement of Research Problem

In recent times, the relatively poor performance of students in the West African

Senior Secondary Certificate Examination (W.A.S.S.C.E) as well as the

University and Tertiary Matriculation Examination (U.T.M.E.) can be deduced

to be due to improper preparation of students, by the teachers, for these exams.

One of the policies employed towards preparing the students for such

examinations is the Continuous Assessment. Continuous Assessment is a

strategy used by teachers to support the attainment of goals and skills by

learners over a period of time (Bolyard, 2013). It is therefore relevant to say

that the strategies put in place to prepare students for the aforementioned exams

are not serving their purpose fully-and the Continuous Assessment is one of

them.

1.3. Purpose of the Study

The purpose of the study was to assess the implementation of Continuous

Assessment in Senior Secondary Schools in Makurdi Local Government Area of

Benue State. The specific objectives of the study were:

a. To find out the types of Continuous Assessment tools administered to the

students in the schools.

b. To find out the frequency of Continuous Assessment in schools.

c. To find out the opinion of teachers towards Continuous Assessment in the

schools.

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 d. To find out the problems associated with the implementation of the

Continuous Assessment in schools.

e. To find out if teachers have the knowledge and skill required for

implementation of Continuous Assessment in schools.

1.4. Research Question

This study seeks to ask these questions which are broadly stated below:

a. Do the teachers have adequate knowledge and skills to implement the

Continuous Assessment?

b. What are the Continuous Assessment tools employed in implementing the

Continuous Assessment and the frequency of their usage?

c. What is the teacher’s opinion of the Continuous Assessment programme?

d. What are the problems associated with the implementation of the

Continuous Assessment?

1.5. Scope of the Study

This research is a survey on the implementation of Continuous Assessment in

ten senior secondary schools of Makurdi Local Government Area of Benue

State. The emphasis of this study was on teachers, who are the primary

implementers of the Continuous Assessment in the school. The study also

revolved around Continuous Assessment strategies being used by the teachers as

well as their technical capacity to implement Continuous Assessment.

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1.6. Significance of the Study

This study will help in estimating the nature, quality, and extent of Continuous

Assessment in senior secondary schools in Makurdi, as implemented by

classroom teachers. This will help in exposing gaps as well opportunities for

them to perform better towards the end objective of improving the students’

academic performance.

This study will also help school administrators attend to the challenges of

Continuous Assessment implementation by Teachers in Senior Secondary

Schools through training, monitoring and quality control of the Continuous

Assessment process.

1.7. Definition of the Key Concepts

Continuous Assessment: It is a method of determining the final grade

for a given period of time through a series of

periodic assessment comprising test and non-

test measures.

Assessment: It is the process of collecting,

synthesizing, and interpreting

information to aid in decision making.

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 CHAPTER TWO
LITERATURE REVIEW
2.1. Introduction

Assessment is a general term that includes all the different ways teachers gather

information in their classrooms. Assessment is the process of collecting,

synthesizing, and interpreting information to aid in decision making. There is

much more assessment in classrooms than administering tests to students.

Assessment includes all information that helps them understand their students,

plan and monitor their instruction to, establish a viable classroom culture, as

well as test and grade (Onwuegbuna & Onwuegbuna, 2006).

Assessment is used as a term for investigating the status of an individual or

group; usually with reference to certain expected outcomes (Onwuegbuna &

Onwuegbuna, 2006). Assessment tells how well a student or group of students

have achieved particular concept of skill using various forms of measuring

techniques. Assessment is undertaken either as a continuous or terminal process.

Terminal assessment involves one final test or examination at the end of a

programme. But continuous assessment is a continuous updating of a teacher’s

judgement about his own pupils which permits cumulative judgement about

their performances (Onwuegbuna & Onwuegbuna, 2006).

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2.2. Theoretical Framework

According to Yoloye (1984), continuous assessment aims at getting the truest

possible picture of each student's ability and at the same time helping each

student to develop his or her abilities to the fullest.

Continuous Assessment, according to Denga (1987) is a method of determining

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

comprising test and non-test measures. These periodic assessments are given at

predetermined intervals and aim at gathering data on students regarding

educational, vocational and personal-social problems.

Continuous Assessment helps the teacher to determine the effectiveness of

educational programmes and specific courses towards providing a basis for

improving them. The Federal Ministry of Education Handbook (1980:10) cited

in Denga (1987) defined Continuous Assessment as:

“…a mechanism whereby the final grading of a student

in the cognitive, affective and psychomotor domains of

behaviour takes account in a systematic way, of all his

performances 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”

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Continuous Assessment is essentially the provision of information

systematically, for the sake of facilitating decision-making at various stages of

learning (Onwuegbuna & Onwuegbuna, 2006). It is systematic collection of

evidence to determine whether in fact certain changes are taking place in the

learners as well as to determine the amount or degree of change in individual

students. It stresses the effectiveness of the programme in bringing about desired

behaviour change in the learner (Onwuegbuna & Onwuegbuna, 2006).

In the light of the above definitions, Continuous Assessment is frequent, a

continuous process which may look for the diagnosis of strengths and

weaknesses of the learning content. It takes account of test and non-test

measures and involves all the three domains of the curriculum, that is, the

cognitive, affective and psychomotor. The single most important characteristics

of good assessment information are its ability to help the teacher to make a

correct decision (Messick, 1989 in Airasian, 1996).

In section 1 of the National Policy on Education (revised 2004), which deals

with the philosophy and goals of education in Nigeria, paragraph 9(g) states that

“educational assessment and evaluation shall be liberalized by their being based

in whole or in part on continuous assessment of the progress of the individual”

(p.9). This statement is well amplified in subsequent sections of the document

dealing with Primary Education (Section 4), Secondary Education (Section 5),

14
Tertiary Education and finally in Section 12 which deals with the Planning,

Administration and Supervision of Education.

Continuous assessment does not solely depend on formal tests. Continuous

Assessment is more than giving a test; it involves every decision made by the

teacher in class to improve students’ achievement. Continuous Assessment may

take different forms such as formal questions given to students during class,

take-home assignments/exercises and recapitulation exercises (Mwebaza, 2010).

Assessment is either internal or external. Internal assessment refers to school-

based assessment, which includes class assignments, teacher-made tests, recap

exercises, projects, field studies and all these tools form part of the classroom

continuous assessment strategies, while external refers to standard tests such as

Common Entrance exams, West African Senior School Certificate Examination

(WASSCE). The internal assessment is the basis of this research.

Assessment covers all aspects of school experience both within and outside the

classroom. It covers the cognitive as well as the affective and psychomotor

aspects of learning (Esere & Idowu, 2013). This classificatory system covering

all aspects of school learning originated from the work of Bloom et al (1971).

Bloom and his associates categorized the cognitive domain into six levels of

thinking. These are knowledge, understanding, application, analysis, synthesis

and evaluation. The affective domain covers such social and personality

characteristics as values, attitudes, interest, adjustment, habits, perception, social

15
relations and beliefs. Psychomotor domain cover perception, set, guided

response, mechanism, complex overt response, adaptation and origination and

involves skills acquired by learners in manipulation, following specified

procedures and body movements. It ranges from simple handwriting to drawing,

handling of implements, apparatus, vehicles and equipment, playing of

instruments and using keyboards, stage performance and dance, games/sporting

skills (Esere & Idowu, 2013). These three domains are interrelated and

interdependent (Oyesola, 1986).

(Simon, 1966) cited in (Okoro, 1993). The significance of this classification is

that questions should be so worded such that the higher levels of learning both

in the cognitive and psychomotor domains are tested.

There have been an over emphasis on final examinations which are in most

cases external and students must pass these in order to enter higher institutions.

Consideration had not been given to the continuous class assessment processes

and end of term examinations. These have been observed that in GCE bound

countries for example, students who had been dull in class pass the final external

examinations but not necessarily understanding the concept involved. It is

possible for one to cram off specific answers and if one is lucky to meet

questions requiring such answers, then one is liable to pass not necessarily

understanding the concepts of the subjects (Onwuegbuna & Onwuegbuna,

2006).

16
 Alternatively, a student could be a high achiever in his class tests and

examination all the time, but may be by some ill-luck, he is not able to write the

final examination well and thus may fail. It is not rational to just overlook his

past good performances.

2.3. Conceptual Framework

The realization of the importance of Continuous Assessment is predicated on the

belief that several samples of an individual will give a better aggregate of that

individual than one sample or a few samples, only would give (Onwuegbuna &

Onwuegbuna, 2006). Furthermore, the human traits (intelligence, aptitude,

attitude, temperaments, interests, etc.) that we measure are unstable and change

with human development, time and circumstances (Denga, 1987). It is therefore,

essential to measure these traits time after time before a lasting pattern is

processed. Therefore, the assessment of educational process must also be

continuous for the achievement of educational objectives. It is necessary to take

several measures of an individual’s performance before arriving at an accurate

understanding of the pattern of that individual’s ability. According to Denga

(1987), Human knowledge develops, therefore, measurement should be

continuous, sequential and systematic.

The changing needs and attributes of indiviual children call for a continuous

evaluation of such needs and traits to enable the children understand themselves

and also to enable the parents or sponsors understand them so that educational,

17
 vocational and personal decisions can be made (Onwuegbuna & Onwuegbuna,

2006). Continuous Assessment should reveal the strength and weaknesses of

students to them and their parents (Onwuegbuna & Onwuegbuna, 2006).

2.4. Review of Related Literature

2.4.1. Some characteristics of Continuous Assessment.

Onwuegbuna & Onwuegbuna (2006) give the following as

characteristics of Continuous Assessment.

a. It is systematic in the sense that it is well planned. The frequency of

assessment exercise is predetermined and spanned in such a way that

children will not be tested or assessed to death. The age level and

educational experience of the children are taken into account while

planning the assessment exercises.

b. It is comprehensive because it utilizes a variety data from different

sources. Any fact about an individual-test scores, a course grades, a

statement about himself, his vocational aspirations, non-test data from

biographies, rating scales, observations, interview anecdotes, socio-

economic background information as well as data on psychological text

are included. These data are pooled together for a comprehensive picture

of an individual to surface for more appropriate decision-making.

c. The cumulative or additive characteristic of Continuous Assessment

means that the assessment process is repetitive and additive. One shot

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 alone is not adequate. Human traits are variable. The measurement

process must be repeated so as to sample enough information on an

individual for the purpose of establishing a pattern of his or her

behaviour.

d. It is guidance-oriented in the sense that it forms the basis for educational

and vocational counseling for appropriate placement of children into

correct programme options and vocational fields data from Continuous

Assessment permit an individual’s characteristics to mirror, with all the

strengths and weaknesses exposed so that the students an their parents

will understand the basis for choice of educational programmes and

occupational paths.

2.4.2. The Various Techniques of Continuous Assessment

The following techniques of Continuous Assessment can be used by a

classroom teacher to obtain reliable information for decision making

(Onwuegbuna & Onwuegbuna, 2006).

a. Paper and pencil techniques refer to assessment methods in which pupils

write down their responses to questions or problems. When students

take a multiple-choice test, complete a written homework assignment,

turn in a written report, draw a picture, write an essay, or fill in a

worksheet, they are providing paper and pencil evidence to the teacher.

Paper-and-pencil assessment techniques are of two general forms.

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 Supply and selection/supply or production techniques require the

student to construct an answer. Other paper-and-pencil procedures

require the student to select the correct answer from a list of presented

options, multiple-choice, true-false, and matching questions are called

selection techniques because, the student responds to each question by

selecting an answer from choices provided with the questions.

b. Observation is the second major approach class room teachers use to

collect assessment data. Observation involves watching or listening to

students carry out some activities or judging a product a pupil has

produced. When students mispronounce words in oral reading, interact

in groups, speak out in class, bully other students, lose their

concentration, have puzzled looks on their faces, patiently wait their

turn, raise their hands in class, dress shabbily, teachers become aware of

these behaviour through observation. Some observations are formal and

planned in advance, as when teachers assess students reading aloud in

reading group or presenting an oral report to the class. In such

situations, the teacher wants to observe a particular set of students’

behaviours. Because such observations are planned, the teacher has time

to prepare the students and identify in advance the particular behaviours

that will be observed. Other teacher observations are unplanned and

informal, as when the teacher observations are unplanned and informal,

as when the teacher sees student talking while they should be working,
20
 notices the pained expression on a student’s faces, looking out the

window during lesson. Such spontaneous observations, based on what is

called “kid watching” reflect momentary unplanned happening which

the teacher observes, mentally records, and interpret. Both formal and

informal teacher observation are important information-gathering

techniques in classrooms.

c. The use of psychological tests: standardized achievement inventories are

personality projections can be administered at predetermined intervals to

gather on students. Teachers and counsellors who are trained in the use

of these norm-referenced tests can utilize them for counselling and

replacement services.

d. Assignment and practical demonstrations constitute an integral part of

Continuous Assessment. This means that assignment and practical

demonstrations should be well planned and related to course objectives,

table of specifications and units of the executed curriculum. Practical

demonstrations should be carefully monitored and rewarded.

e. Interview and Questionnaires: interview can be refers to as a form of

Continuous Assessment in which a question is presented orally to the

interviewee and is responded to, in like manner. Interview may be

regarded as a subjective means of collecting data because, the face to

face meeting with the interviewee might bring in emotions, feelings,

21
 attitudes, preferences, hopes, thoughts, and some prejudices. But

interview might help curb shyness and clarify certain doubts that would

becloud the learners understanding of the issues involved.

2.4.3. Stakeholder in the implementation of Continuous Assessment

The Continuous Assessment of students falls largely on teachers and

counsellors. The school administrators can also assess students

(Onwuegbuna & Onwuegbuna, 2006). Onwuegbuna and Onwuegbuna

(2006), explained further thus:

Teachers: the administration of the teacher-made tests at predetermined

intervals is the major task of teachers in Continuous Assessment.

Teachers can help students locate resources for promotions for their

educational and vocational planning. Educational and vocational

planning is both continuous processes, and so deserves to be assessed

continuously. Teachers can collect and collate information with the

guidance and coordination of the trained counsellor, regarding student’s

abilities, interests and personalities in order to determine the most

appropriate placement. Teachers can provide remedial service for the

slow learners and encourage the gifted by providing more challenging

tasks for them. Teachers should give purposeful assignments and mark

them to provide a feedback to the students and to themselves. Teachers

22
 are to constantly gather information from the above sources to make

classroom, decisions.

The Counsellor: the counsellor is a key expert in Continuous

Assessment. According to Denga (1987) his role includes:

a. Administering psychological tests and making use of their results in

routine counselling and placement providing effective leadership for

teachers to carryout Continuous Assessment tasks. This involves timing

the assessment, ensuring that the most valid psychometric measures are

employed by teachers and the test scores are not used to denigrate weak

students.

b. Providing professional counselling to students in all problem areas and

making referrals when needs arise. Helping the members of the

counselling team, such as carpenter, the blacksmith, the librarian and

others who play role in Continuous Assessment of students.

The Principal: The Principal as the Head of the School has a vital role to

play in Continuous Assessment. He should be appointing staff to various

roles according to their competence to carry out Continuous

Assessment, providing constant surveillance over the execution of

Continuous Assessment so as to curb subjectivity, fraud, victimization

and other forms of malpractice in Continuous Assessment. The Principal

should liaise with the Ministry of Education to obtain funds for

23
Continuous Assessment, and finally, explained the objectives of

Continuous Assessment to the staff and school community for them to

understand the implications of Continuous Assessment.

The Parents: the task of Continuous Assessment of students also falls on

the parents. The parents have a role to play in Continuous Assessment as

well. They stand a better chance to have accurate understanding of their

children abilities, interests and personally traits so as to determine the

most appropriate placement and encourage them to improve it. Schools

should always equip the parent with the information about student

performance and progress reports and provide concrete examples of

students work for parents’ conferences. Conferences permit discussion,

elaboration and explanation of pupils’ performance. The teacher can get

information from the parents about their concerns and perceptions of

their child’s experience, information can also obtained about special

problems the student is having, from physical, and emotional problems

to problems of classroom adjustment. Parents can inform the teacher

their concerns, and they can ask questions about the student’s classroom

behaviour and about the curriculum being followed.

Despite the multi-stakeholder characteristic of Continuous Assessment,

Teachers have been selected to be the central unit of analysis in this

study because in any teaching and learning process the teacher is the key

24
 factor responsible for promoting or restraining children’s learning

(Koutseline, 1997).

2.4.4. Purpose of Continuous Assessment

Teachers assesses for many purposes because they are required to make

many decision in schools especially technical and vocational schools.

The purpose of Continuous Assessment is to rank the performance in

order to identify the best student. According to Airasion (1996) the

purpose includes:

a. Diagnosing student problems: teachers are constantly looking for

students who are having learning, emotional or social problems in the

classroom. When such problems are identified, the teacher can

sometimes carryout the remedial activities needed, but other times the

students should be referred for more specialized diagnosis and

remediation outside the classroom. Much of the assessment data

teachers gather is to identify, understand, and remediate student’s

problems and learning difficulties.

b. Judging academic learning and progress: teachers spend much of their

times collecting information about their academic progress. The

information obtained from Continuous Assessment is involved in

checking on results, matching results against the objectives.

25
c. Providing feedback and incentives: another important reason for

classroom assessment is to provide feedback and incentives to students’.

Students can have great encouragement as they succeed in tests as well

as practical works and other activities. Alternatively, if a student sees

that he has failed a task or done badly in a particular task, there is a

possibility for the student to work harder so as to improve on the past

failure. It is important that teachers make available all assessment results

to the individual being assessed. Information about academic

performance is used to provide feedback to students about their

performance and at the same time, provide incentive for improving

performance. In order to provide such feedback, teachers must

constantly assess student learning and behaviour.

d. Placement of students: Continuous Assessment is used to promote

students to higher levels. Students should be allowed to progress as they

complete work at one stage. Most classroom teachers must make

decisions about the placement of students in their class. Whenever a

teacher divides students into mental groups, organizes group’s

cooperative learning, pairs students up for class projects, or recommends

that a particular student up for class projects, or recommends that a

particular student be placed with a particular teacher next year;

assessment for placement purpose has taken place. Students who were

26
 below cut off score on the state-mandated basic skills test should be

placed into remedial group.

e. Planning and conducting instruction: many times, decisions can be

focused on planning and conducting instruction in the classroom, since

instruction is the central classroom activity. In addition, the actual

process of teaching or delivering instruction to a class also requires

Continuous Assessment and decision making. A great deal of teacher

assessment is for the purpose of planning and delivering instruction.

f. Establishing classroom equilibrium: an often overlooked purpose of

assessment is to establish and maintain the social equilibrium of the

classroom (Airasian, 1996). Classrooms are complex social settings

where people interact with one another in a multitude of ways. For

classrooms to be positive social and learning environments, order,

discipline, and cooperation must be present. Some classroom

assessments help teachers carryout their official responsibilities as

members of the school bureaucracy. Decisions such as grading,

grouping, assessing progress, interpreting test results, and conferencing

with parents, identifying students for special needs placement and

making promotion recommendations are not of the official

responsibilities a teacher assumes as an employee of a school system.

27
 g. Counselling: counselling is a process of helping people with their

problems. Counselling is a service designed to help an individual

analyze himself by relating his capabilities, achievements, interests and

mode of adjustment to new decisions he has made or has to make.

Continuous Assessment provides information on students’ vocational

interest, choice of educational programmes, career aspirations, typical

problems, self-concept, interpersonal relationship problems are

quantified, and knowledge obtained on their aptitude. These data are to

be used by the counsellor in one-to-one relationship to assist students in

making the most useful decisions.

2.5. Overview or Summary of the Review

Continuous Assessment for performance requires students to demonstrate their

knowledge by creating and answering, carrying out a process, or producing a

product, rather than by selecting an answer. Assessment is the general process of

collecting, synthesizing and interpreting information to aid teachers in their

decision making. Many forms of assessment evidence are used by teachers,

including tests, observations, interviews, questionnaire, etc. There are many

purposes of Continuous Assessment: diagnosis of student problems, judging

students’ academic of achievement, planning and conducting instruction,

establishing the classroom society. Assessment can gather evidence from three

behaviour domains: cognitive, affective and psychomotor.

28
 CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1. Introduction

This chapter describes the research design, area of the study, population of the

study, sample and sampling, Instrumentation, validation of the instruments,

method of data collection and method of data analysis.

3.2. Background of Study Area

Makurdi, the state capital was established in the early twenties and gained

prominence in 1927 when it became the headquarters of the then Benue

Province. Being a river port, it attracted the establishment of trading depots by

companies such as UAC and John Holt Limited. Its commercial status was

further enhanced when the Railway Bridge was completed and opened in 1932.

In 1976, the town became the capital of Benue State and today, doubles as the

headquarters of Makurdi Local Government Area.

The town is divided by the River Benue into the north and south banks, which

are connected by two bridges: the railway bridge, which was built in 1932, and

the new dual carriage bridge commissioned in 1978.

The town is made up of several wards, including Central, Old GRA, Ankpa,

Wadata, High Level, Wurukum (Low Level), New GRA, Fiidi, Agan, Modern

Market, North Bank, Mbalagh, Market/Clerk, Walamayo, Bar etc. Important

establishments and offices located here include the Government House, The

State Secretariat, The Federal Secretariat, Commercial Banks, Police

Headquarters, Nigeria Prisons Service, Aper Aku Township Stadium, Nigeria

29
 Air force Base, Makurdi, the Makurdi Modern Market, the Federal Medical

Centre, Nigeria Railway Station, Benue Printing and Publishing Company

Limited, Radio Benue, Nigeria Television authority (NTA), Central Post Office,

Benue Hotels, Benue State University.

The North bank area of the town houses among other establishments, the

Federal University of Agriculture, the Nigerian Army School of Military

Engineering, the headquarters of the 72 Airborne Battalion and the State

Headquarters of the Department of Customs and Excise.

Owing to its location in the valley of River Benue, Makurdi experiences warm

temperatures most of the year. The period from November to January, when the

harmattan weather is experienced is, however, relatively cool.

Makurdi can be reached by air, rail, road and water. The major northern route is

the Makurdi – Lafia – Jos road. The southern routes are Makurdi – Otukpo –

Enugu and Makurdi – Yandev – Adikpo – Calabar roads. Traffic from the west

comes through Makurdi – (3) – Ankpa (3) – Okene (1) roads and from the east

through Makurdi – Yandev – Katsina Ala – Wukari roads. These Makurdi Rail

Bridge provides the only rail link between the northern and eastern parts of

Nigeria.

3.3. Research Design

Survey is useful for the purpose of measuring public opinion, attitudes and

orientation, which are dominant among a large population at a specific time. The

30
 researcher will employ the descriptive survey which according to (Emaikwu,

2008), is one in which a group of people or items are studied by collecting and

analyzing data from people considered to be a representative sample of the

entire population. According to Okoro (2001:41), a survey research is a very

vital method for collecting data for the purpose of describing a population too

large to be observed directly. This method is therefore appropriate for this study

because, according to Ada (2008) it enhances the study situation in their natural

settings without manipulations of variables. It also helps in providing a

relatively cheap and easy means of collecting large amount of data concerning

the problem (Adah, 2008).

3.4. Population

A population or universe, according to Babbie (1973:39), is the theoretical

specified aggregation of survey elements from which the researcher gathers

information.

Respondents for this study were teachers drawn randomly from ten selected

secondary school institutions in Makurdi Local Government Area, to ascertain

their perception on the influence of Continuous Assessment on students’

performance, the strategies they employ in Continuous Assessment, and their

capacity to implement the Continuous Assessment.

31
 Teachers were the central unit of analysis in this study, because in any teaching

and learning process the teacher is the key factor responsible for promoting or

restraining children’s learning (Koutseline, 1997).

3.5. Method of Data Collection

A hundred questionnaires were used for this research. And all of the

questionnaires were administered to teachers. This made it possible to collect

adequate information and opinions from the respondents within a short period of

time. Out of the 100 questionnaires distributed to teachers, only 95 were

returned.

3.6. Instrumentation

A structured questionnaire titled “An Assessment of the Implementation of

Continuous Assessment in Senior Secondary Schools in Makurdi Local

Government Area of Benue State” was used to ascertain the challenges of

implementing the Continuous Assessment; the tools used and the frequency of

use; and also the impact of Continuous Assessment on students’ performance as

perceived by teachers.

Teachers were selected to be the central unit of analysis in this study because

they are the primary implementers of the Continuous Assessment.

The questionnaire was structured into four sections as presented below:

a. Section “A” obtained information on personal data of the respondents,

32
 b. Section “B” with a 13 item, elicited information on Continuous

Assessment Tools and frequency of usage. This instrument was modified

on a four-point rating scale with a response mode of Very Often, Often,

Not Often, and Never.

c. Section “C” with a 10 item, elicited information on the respondent’s

opinion of the influence of Continuous Assessment on the students’

academic performance. The items in this section were developed with

reference to academic postulations on the Continuous Assessment. This

instrument was modified on a four-point rating scale with a response

mode of Strongly Agree, Agree, Disagree, and Strongly Disagree.

d. Section D was an open ended question that requires the respondents to

itemise their challenges as encountered in the implementation of the

Continuous Assessment in senior secondary schools.

3.7. Method of Data Analysis

All the information gotten from the respondents were used to generate simple

frequency counts and percentages which were used to analyse the main research

data. The interpretation of the descriptive statistics made it possible to make

appropriate inferences in terms of assessing the implementation of Continuous

Assessment by classroom teachers.

33
 CHAPTER FOUR
DATA PRESENTATION, AND INTERPRETATION
4.1. Introduction

This chapter deals with the presentation, analysis and interpretation of the data

that has been collected from the field in respect of this research work. In this

field work, out of the 100 questionnaires that were distributed only 95 was

returned and the analysis has only being made based on the 95 respondents.

4.2. Presentation, Analysis and Interpretation of Data in Variables for the Main

Research

The research questions and their corresponding variable distribution as gotten

from the field survey are presented below:

Research Question 1: Do the teachers have adequate knowledge and skills to

implement the Continuous Assessment?

34
 Table 1: Professional-Unprofessional Teacher Aggregate (Frequency)
UNPROFESSIONAL
PROFESSIONAL TEACHERS TEACHERS
B.A. B.Sc. M.A. M.Sc
NCE (Ed) (Ed) PGDE (Ed) (Ed) B.A. B.Sc. M.A. M.Sc.
0-2
YEARS 10 2 1 4 5 3
3-5
YEARS 7 4 2 3 2 7
6-8
YEARS 2 5 3 3 8 5
9 and
above 1 1 2 7 2 5 1
TOTAL 20 12 8 13 0 0 16 22 1 3
TOTAL 53 42
(%) 55.79% 44.21%
Source: Field Work, 2013

From the table above (Table 1) it was discovered that 53(55.79%) of

respondents are Professional Teachers, while 42(44.21%) are unprofessional

teachers.

It can be deduced that almost half (44.21%) of the respondents are not

professionally trained teachers and therefore do not have the requisite

knowledge to implement the Continuous Assessment on students.

Research Question 2: What is the Continuous Assessment tools employed in

implementing the Continuous Assessment and what is the frequency of usage?

35
 Table 2: Tools Employed and Frequency of Use
Tools Very Often Not Never TOTAL
Employed Often Often
Multiple-
choice test 69 26 95
Turn in a
written report 5 35 55 95
Draw a picture 25 29 33 8 95
Write an essay 8 6 11 70 95
Fill-in
worksheet 0
Oral Tests 0
Take-home
Assignments 9 37 40 9 95
Projects 0
Recap
Exercises 5 12 69 9 95
Checklists 0
Observation 10 5 80 95
Questionnaires 0
Interview 0
Source: Field Work, 2013

From the Table above (Table 2), the multiple-choice test is the most

enthusiastically used by the respondents as the 72.63% claimed they use it very

often and the rest 27.37% respondents claimed using it often. Observation as a

tool was also discovered to be used by all respondents but a greater percentage

(84.21%) use it, “Not Often”. The frequency of use of assessment tools such as

turn-in a written report (42.11%), draw a picture (91.58%), write an essay

(26.32%), take home assignments (90.53%), and recap exercises (90.53%) was

discovered to be in use, though in variations of frequencies. Other tools such as

36
Fill-in worksheets, oral tests, projects, checklists, questionnaires, and interviews

are not used by any of the teachers. The reason could be that the respondents do

not have the capacity to use these tools, the tools are not readily available, or the

respondents are not aware of the existence of such assessment tools.

From the above statistics, it could be deduced that the Continuous Assessment,

as implemented, is not comprehensive.

Research Question 3: What is the teacher’s opinion of the Continuous

Assessment programme on its influence on students` academic performance?

The response of the respondents on their opinion on the Continuous Assessment

and its impact on the performance of students in their academics is shown in

Table 3, in the next page.

37
 Table 3: Distribution of Respondents on Teacher opinion of Continuous
Assessment Influence on Students’ Academic Performance (Percentage)
Item Strongly Agree Disagree Strongly
Agree Disagree
CA builds the whole mind of a
student as they prepare for final
examinations 47.37 26.32 15.79 10.53
CA improves teaching and learning
process leading to improved
performance. 18.95 44.21 31.58 5.26
CA helps to identify the weak
students and amelioration can be
done. 54.74 20.00 17.89 7.37
The students learn to revise from
time to time which increases
retention and memorization.
43.16 25.26 16.84 14.74
CA enables students to master the
content as given by teachers.
37.89 20.00 26.32 15.79
CA assessment arouses students’
desire for attention and
concentration while in class.
20.00 25.26 28.42 26.32
The gap between the teacher and
students is closed as the teacher
gets to know the students so well.
20.00 34.74 35.79 9.47
Take-home Assignments contribute
to a students performance in final
examinations
23.16 15.79 23.16 37.89
Written Tests contribute to a
students performance in final
examinations 27.37 36.84 22.11 13.68
Projects contribute to a students
performance in final examinations
21.05 27.37 35.79 15.79
Source: Field Study, 2013

From the table above (Table 3), the response of the sample population on the

various items indicated that the respondents did not have a common perception

38
of influence of Continuous Assessment on the students’ academic performance.

Some even disagreed with scholarly postulations on the Continuous Assessment.

From Table 3, it can be deduced that some of the teachers are totally ignorant of

the benefits of the Continuous Assessment on students’ academic performance;

while some are not updating themselves on the use of Continuous Assessment as

a tool for educational decision making, and a consequent improved academic

performance.

Research Question 4: What are the problems associated with the

implementation of the Continuous Assessment?

The response gotten from the respondents where open ended in nature and got a

variety of responses as listed below:

a. School population explosion with attendant high teacher-pupil ratio,

b. Non-availability of Continuous Assessment Guidelines in schools,

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

Continuous Assessment,

d. Incompetence in the implementation of Continuous Assessment,

e. Shortage of materials (stationery and calculating machines) for

Continuous Assessment.

39
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1. Introduction

The focus of this chapter is to make a brief summary of this research work and

make inferences and recommendations which will help improve the

implementation of Continuous Assessment in Senior Secondary Schools in

Makurdi Local Government Area of Benue State.

5.2. Summary

In order to fully understand the various problems facing the implementation of

Continuous Assessment in Senior Secondary Schools in Makurdi Local

Government Area, attempts were made in the first chapter of the research work

to state a coherent statement of problem in this study. This same chapter also

contained the objectives of the study as well as the significance of the study.

In chapter two, the review of related literature on the subject matter with the

view of bringing out the ideas of other people on definition of Continuous

Assessment, it characteristics, purpose and methods and techniques of

Continuous Assessment. On the other hand chapter three contained the

methodology of the research work which includes the study area, sampling

procedure, the method of data collection and techniques of data analysis were

stated. The study area is Makurdi Local Government Council of Benue state and

the data was collected through the use of questionnaires with closed ended

questions, and one open-ended question. The questionnaires were self

40
 administered by the researcher and simple frequency and percentages were used

in the analysis and interpretation of the data.

In chapter four, there was presentation and analysis of data. Analysis made in

this chapter was based on the responses gotten from the respondents with the aid

of questionnaires and Chapter Five contained the summary, conclusion and

recommendation.

5.3. Conclusion

This survey research has being carried out and the findings indicate that there

are some problems besetting the implementation of Continuous Assessment

Senior Secondary Schools in Makurdi Local Government Area. These problems

include the following:

a. Large percentage of Unprofessional teachers: data from the survey suggests

that about forty-five percent of teachers in the Senior Secondary Schools

are not professionally trained teachers. It further indicates that the above

mentioned percentage of unprofessional teachers is not competently

equipped with the requisite knowledge to carry out the Continuous

Assessment.

b. Incomprehensive nature of Continuous Assessment: teachers generally used

a poor mix of Continuous Assessment techniques and methods. And some,

entirely never made use of some methods. This makes the Continuous

Assessment to be invalid, if it is to be used for decision making.

41
 c. Incompetence of teachers: some of the teachers are not equipped with

requisite knowledge to use the Continuous Assessment as a tool to improve

teaching and learning process.

d. Absence of a Monitoring System: the non-availability of Continuous

Assessment Guidelines in some of the schools also poses an administrative

challenge, of the standard on which a teacher should be monitored.

e. Unavailability of computing materials and tools: items (such as stationeries,

calculating machines, computers etc) which make computing of Continuous

Assessment results are not available to some teachers or sometimes

insufficient for the numbers of teachers in a school.

5.4. Recommendation

Since the problems facing the implementation of Continuous Assessment in

senior secondary schools in Makurdi Local Government Area have been

enumerated, it is therefore worthy to proffer recommendations, as stated below:

a. Induction training for unprofessional teachers, if they have to be employed,

b. Refresher courses should be done for professional teachers, to further build

their capacities in the implementation of Continuous Assessment as well as

keep them abreast of new developments in the field,

c. Various Continuous Assessment tools should be provided to teachers to

help make their assessment comprehensive,

42
d. Provision of computing materials and tools: items such as stationeries,

calculating machine and computers should be sufficiently provided to the

teachers for computation of Continuous Assessment results

e. Creation of a Monitoring System: Continuous Assessment Guidelines

should be provided in senior secondary schools and should be used as a tool

for monitoring the implementation of Continuous Assessment in the

schools.

43
REFERENCES:

Airasian, W. (1996). Assessment in the Classroom. New York: McGraw-Hill.

Akuezuilo, E. (1993). Research Methodology and Statistics. Awka: New Century

(Nig.) Publishers.

Babbie, E. (1973). Survey Research. California: Ward Worth Publishing Company.

Bloom, B. e. (1971). Handbook on Formative and Summative Evaluation of

Learning. New York: McGraw Hill Book Company.

Bolyard, K. (2013). Linking Continuous Assessment and Teacher Development:

Evaluating a Model of Continuous Assessment for Primary Schools in Malawi.
Retrieved from U.S. Agency for International Development Website:
http://pdf.usaid.gov/pdf_docs/Pnad044.pdf

Denga, D. (1987). Educational Measurement, Continuous Assessment and

Psychological Testing. Calabar: Rabiq Educational Publishers Ltd.

Emaikwu, S. (2008). Fundamentals of Educational Research Methods and Statistics.

Kaduna: Derary Printers Ltd.

Esere, M. O., & Idowu, A. I. (2013, June 9). Documents. Retrieved from
International Association for Educational Assessment:
http://www.iaea.info/documents/paper_2fb222d82.pdf

Federal-Republic-of-Nigeria. (2004). National Policy on Education (4th Edition).

Lagos: NERDC Press.

Greaney, V. (2001). Using Assessment to Improve the Quality of Education. Paris:

UNESCO International Institute for Education Planning.

Idowu, A., & Esere, M. (2009). Assessment in Nigeria Schools: A Counsellor's

Viewpoint. In Edo Journal of Education (pp. 2(1), 17-27). An Official
Publication of Edo State Chapter of Counselling Association of Nigeria.

Kellaghan, T., & Greaney, V. (2003). Monitoring Performance: Assessment and

Examination in Africa. Washington DC: World Bank.

Koutseline, M. (1997). Contemporary Trends and Perspectives of the Curricula:

Towards a Meta-modern Paradigm for Curriculum. Curriculum Studies,
5(1),231-248.

44
Mwebaza, M. (2010, October). Continuous Assessment and Students' Performance in
'A' Level Secondary School in Masaka District. Kampala, Kampala, Uganda.

Obioma, G. (2008, September). About the Conference. Retrieved from IAEA 2008
Annual Conference: http://www.iaea2008.cambridgeassessment.org.uk

Ojorinde, D., & Falajayo, W. (1984). Continuous Assessment: A New Approach.

Ibadan: University Press Ltd.

Okoro, N. (2001). Mass Communication, Research, Issues and Methodologies.

Nsukka: A Publishers.

Okoro, O. (1993). Principles and Methods in Vocational and Technical Education.

Enugu: University Trust Publishers.

Onwuegbuna, S., & Onwuegbuna, J. (2006). The Implementation of Continuous

Assessment in Technical Education. In P. T. Ortese, Towards Functional and
Qualitative Education in Nigeria: A Tribute to Dr. George Akume (pp. 127-
143). Makurdi: Destiny Ventures.

Orhungur, M. (2000). Continuous Assessment and its Validity in Schools. Benue

State Examinations Board Seminar on Continuous Assessment. Makurdi:
Unpublished Paper Presentation.

Orhungur, M. (2006). Implementation of Continuous Assessment in Schools:

Prospects, Problems and the Way Forward. In P. T. Ortese, Towards
Functional and Qualitative Education in Nigeria: A Tribute to Dr. George
Akume (pp. 192-200). Makurdi: Destiny Ventures.

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http://www.unilorin.edu.ng/journals/education/ije/june1994/VALIDITY%20O
F%20CONTINUOUS%20ASSESSMENT.pdf

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Venture.

45
Yoloye, E. (1984). Continuous Assessment: A Simple Guide for Teachers. London:
Cassell.

46
 APPENDIX A
SAMPLE QUESTIONNAIRE
National Teachers’ Institute,

Makurdi Study Centre,

Makurdi,

Benue State

Dear Respondent,

I am a student of the above institution currently carrying out research on “AN

ASSESSMENT OF THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT

IN SENIOR SECONDARY SCHOOLS IN MAKURDI LOCAL GOVERNMENT

AREA OF BENUE STATE”

I humbly request that you fill the questionnaire as objectively as possible to enable

me complete my studies. I therefore promise to protect your reputation adequately.

I shall be glad if my request is accorded some due priority.

Yours faithfully,

Orafa, Douglas Deisho

47
Dear Respondent,

Please kindly respond to the questions and statements as frankly and truthfully as you

can. Your cooperation and contribution towards this research will be very much

appreciated. All information given will strictly be kept confidential. (Do not write

your name)

SECTION A: Social Demography

(Answer by putting a tick in the most appropriate box)

What is your sex? Male Female

How old are you? 30years and below 31-50years 51 years and above

What is your highest qualification? NCE B.Sc. B.Sc. (Ed.) M.Sc

PGDE B.A. (Ed.) M.A. (Ed.) M.Sc (Ed.) B.A.

How long have you been a Teacher in a Secondary? 0-2 Years 3-5 Years

5-8 Years Over 8 Years

SECTION B: Continuous Assessment Tools and Frequency of Use

(Answer by putting a tick in the most appropriate box)
Methods/Techniques/Domains Very Often Not Never
Often Often
1. Multiple-choice test
2. Turn in a written report
3. Draw a picture
4. Write an essay
5. Fill-in worksheet
6. Oral Tests
7. Take-home Assignments
8. Projects
9. Recapitulation Exercises
10. Checklists
11. Observation
12. Questionnaires
13. Interview

48
SECTION C: Teacher Opinion on Continuous Assessment and how it relates to
students performance in academics.
(Answer by putting a tick in the most appropriate box)
CA -Continuous Assessment
Item Strongly Agree Disagree Strongly
Agree Disagree
1. CA builds the whole mind of a
student as they prepare for final
examinations
2. CA improves teaching and
learning process leading to
improved performance.
3. CA helps to identify the weak
students and amelioration can be
done.
4. The students learn to revise from
time to time which increases
retention and memorization.
5. CA enables students to master the
content as given by teachers.
6. CA assessment arouses students’
desire for attention and
concentration while in class.
7. The gap between the teacher and
students is closed as the teacher
gets to know the students so well.
8. Take-home Assignments
contribute to a students
performance in final examinations
9. Written Tests contribute to a
students performance in final
examinations
10. Projects contribute to a students
performance in final examinations

SECTION D: What challenges have you encountered in the implementation of

Continuous Assessment?
a. ……………………………………………..
b. ……………………………………………..
c. ……………………………………………..
d. ……………………………………………..
e. ……………………………………………..
f. ……………………………………………..
g. ……………………………………………..
h. ……………………………………………..
i. ……………………………………………..

49
 APPENDIX B

SUPPLEMENTARY TABLES OF FIGURES

Table 4: Distribution of Respondents on Teacher opinion of Continuous
Assessment Influence on Students’ Academic Performance (Frequency)
Item Strongly Agree Agree Disagree Strongly
Disagree
CA builds the whole mind of a
student as they prepare for final
examinations 45 25 15 10
CA improves teaching and learning
process leading to improved
performance. 18 42 30 5
CA helps to identify the weak
students and amelioration can be
done. 52 19 17 7
The students learn to revise from
time to time which increases
retention and memorization.
41 24 16 14
CA enables students to master the
content as given by teachers.
36 19 25 15
CA assessment arouses students’
desire for attention and concentration
while in class.
19 24 27 25
The gap between the teacher and
students is closed as the teacher gets
to know the students so well.
19 33 34 9
Take-home Assignments contribute
to a students performance in final
examinations
22 15 22 36
Written Tests contribute to a students
performance in final examinations
26 35 21 13
Projects contribute to a students
performance in final examinations
20 26 34 15
Source: Field Study, 2013

50