TEACHERS AND STUDENTS ATTITUDE TOWARDS CONTINUOUS ASSESSMENT PRACTICE

ABSTRACT

This purpose of this study was to find out teachers and students attitude towards continuous assessment practice in public secondary schools in Oredo Local Government Area, Edo State. It sought to determine the forms of continuous assessment used by teachers; attitude of students towards continuous assessment; teachers attitude towards continuous assessment; difference between male and female students attitude towards continuous assessment; difference between male and female teachers attitude towards continuous assessment; difference between more and less educated teachers attitude towards continuous assessment; difference between urban and rural teachers attitude towards continuous assessment; difference in teachers attitude towards continuous assessment base on age range. To guide the study, eight (8) research questions were raised, three (3) were answered directly and five (5) were hypothesized and tested at 0.05 level of significance. The study adopted a descriptive survey research design. The population of the study was made up of 27,421 comprising 26,785 students and 636 teachers. A sample size of 400 (comprising 300 students and 100 teachers) was selected from the population using the simple random sampling technique; this was done by selecting a total of ten secondary schools at random with 10 teachers and 30 students representing each school. Two types of instruments were used for the study. The first instrument is a questionnaire titled “Continuous Assessment Practice Questionnaire” (CAPQ), adapted from (Adebowale and Alao, 2008) which was used to provide information on continuous assessment practice from the secondary school teachers in Oredo Local Government Area, Edo State. The Second instrument that was used is a questionnaire titled “Students Attitude towards Continuous Assessment” (SATCA). The instruments were validated by the researcher’s supervisor and two other experts in the Department of Educational Evaluation and Counselling Psychology, Faculty of Education, University of 12 Benin. Cronbach Alpha statistics was used to establish the internal consistency of the items. The reliability of 0.72 for Continuous Assessment Practice, 0.75 for the (TATCA) and 0.65 for Student Attitude towards Continuous Assessment (SATCA) were obtained. Data were analysed using percentages, mean and standard deviation, and t-test of independent samples.