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The Attitude Of University Students Towards Continuous Assesment As Part Of Their General Assessment




There is decline in the quality of graduates from the higher institution in Nigeria. A situation where some university graduates cannot defend their field of study because of their lack of interest towards learning. This study sought to source out means to change student’s negative attitude towards continuous assessment as part of their general assessment with reference to Imo State University, Owerri. Four research questions and hypothesis were formulated to guide the study. The Survey method was adopted as the research design as the study sampled 50 respondents from the total population. Questionnaires were structured as instrument of data collection in line with the research questions; using the Likert Rating Scale with a benchmark mean score of 2.5. Simple mean score and standard deviation was the method of analysis, whereas the data were presented in tables. The data collected revealed that continuous assessment encourage good study attitude among students, distinguishes slow learners from fast learners as well as encourage the use of oral and essay tests to account students performance on continuous assessment. Recommendations were thus made.



Background of the Study

Education has been given top priority IN the affairs of many Nations over the years, it has been the desire of man to acquire knowledge. It is through education that an individual master his environment and acquire the necessary tools for living a worthwhile life , society promotes its member through education which is seen as instrument for societal transformation (Anugom and Obioha, 2011).

Asiabaka (2010) saw education as the key for national development. The university is another level of formal education directly after the end of secondary school life, most university courses last for four (4) years duration, the university is another stage where the students are assessed. Many educators have claimed that assessment related activities used in the classroom having important information about what is valued there. And hence have an influence on students achievement of goals (Ames,1992; Harlen&Crick, 2003). To access generally means to determine the value of something. Continuous assessment technique of evaluation and grading of students has come to stay as a cardinal pillar of our educational system in Nigeria. Its emergence is sequel to the introduction of the 9-3-4 system of education which continuous assessment is an integral part before its introduction, the traditional method of evaluating student in most if not all our institution  of learning was that of basing assessment of students work on the final examination which in many cases did not turn out to be a true reflection of the students activity. Instead it opened a lot of room for examination malpractice with many otherwise dull students coming up with poor mark and the bright students usually ending up with poor mark.

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Achulonu (2016) sees continuous assessment as a giving system of giving student a final grade or mark based on the work done during a course of study rather than on examination. From the definition, it is easy to note that continuous assessment involves the evaluation of the whole aspect of a child including his cognitive affect and psychomotor domain for continuous assessment to be effective on the university student, the teacher should be able to define important educational objectives of his subject clearly, construct and use the appropriate measuring instrument to access the student achievement.

Continuous assessment according to Denga(2009) is a systematic, comprehensive cumulative and guidance oriented evaluation procedure concerned with finding out the overall gains that a student made in terms of knowledge attitude and skills after a given period of learning experiences. It takes account of the student whole performance during a given period in a systematic way. Most universities both private and public owned schools adopted the continuous assessment as part of student’s assessment. The continuous assessment (C.A) accounts for 30% or 40% of the overall students score.

Statement Of Problem

In Nigeria, continuous assessment has been introduced into educational system with a view it plays some important roles. Continuous assessment possess certain significant problem for the educational system and Nigeria student most of the problem associated with continuous assessment in the university since its introduction in our educational system as a result of teachers and student attitude towards the practice of it.

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Student view to continuous assessment can be accessed through questionnaire and interview. The paper describes the effect the assessment had on student motivation their approach to learning and the change to their learning environment. Over population and age factor also contribute to how students pick interest or improve towards continuous assessment.

The non commitment of teachers towards the course and most cases because of its time consuming may not help to meet the required expected outcome or impact intended for the university student.

Purpose Of The Study

The general purpose of this study is to ascertain how student react to perceive continuous assessment in universities in order to:

  • Find out the role of continuous assessment implementation in universities and the performance of the student.
  • Find out ways to improve student ability and commitment to continuous assessment.
  • Find out the type of test instrument that is mostly used in the school to implement continuous assessment in the study of government
  • Check if it have the expected outcome and effect on the student after the duration of the study
  • Identify problem associated with student grade towards continuous assessment.

Scope Of The Study

The content scope of this study seek to address issues such as; continuous assessment, type of continuous assessment, what and how to access student performance, techniques adopted for assessment, problem of continuous assessment.

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Significance Of The Study

The finding of this study will be useful to all educational stakeholders ranging from; students, teachers, parents, school management, society and further researcher in the following ways;

The implementation of continuous assessment encourages good student habit. Student will see the need to work continuously at their studies rather than engaging in what may be termed ‘massed’ learning towards the end of the years. It will also lead student getting feedbacks on their efforts.

The findings will furnish the teachers who are actual implementers with the necessary information on areas that need attention. On part of the school management, it is hoped that the finding would be used in determining, planning and also organizing effective and continuous assessment of student progress after the duration of his/her four (4) year learning in the university.

Furthermore, to educational stakeholders, the implementation of continuous assessment in accounting in the university schools provides objective data on whether the student assessment Is falling or rising. The finding of this study will help be of great importance to parents, guardians as they are also afforded the opportunity of being informed of their children performance.

Research Questions

The following research question which are in line with the purpose of the study.

  • What are the roles of continuous assessment on the academic performance of the student in government – Imo State?
  • To what extent does the implementation of continuous assessment in educational government in Imo State University in order to identify student academic strength and weakness?
  • What type of test instrument is mostly used in the assessing of the student of the university?
  • What problems do students encounter assessing their results?

Pages:  41

Category: Project

Format:  Word & PDF        

Chapters: 1-5                                 

Material contains Table of Content, Abstract and References.


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