RELATIONSHIP CONNECTING CONTINUOUS ASSESSMENT AND EXAMINATION SCORES IN MATHEMATICS IN SOUTH-WEST NIGERIA COLLEGES OF EDUCATION

Authors

  • SANGONIYI Sunday Oloruntoyin Emmanuel Alayande College of Education, Oyo
  • GBOLAGADE Adeniyi Musibau Emmanuel Alayande College of Education, Oyo, P. M. B. 1010, Oyo, Oyo State, Nigeria

DOI:

https://doi.org/10.47941/jep.859

Keywords:

Mathematics, Continuous Assessment, Final grade scores, Colleges of Education

Abstract

Nigeria Colleges of Education have been conducting regular and steady internal assessments in order to determine the progress of learning and strengths of students achievement via continuous assessment. This study correlate the performance of internal assessment termed continuous assessment with the final assessment scores called semester examination in Mathematics courses in Colleges of Education in South-west, Nigeria. Ten public colleges of education in south-west, Nigeria comprising of four federal colleges of Education and six state Colleges of Education were randomly sampled for the study. The instruments were pilot tested and the reliability indices attained were r=0.87, r=0.91, r=0.92 and r=0.90 using Crombach Alpha statistical instrument. Researcher-designed questionnaire and the last three years results in Mathematics courses were the instruments that were employed for the collections of data. Three research questions and two hypotheses were formulated and guided the study. The results showed that there was no significant relationship between continuous assessment and final examination grade scores of students in mathematics based on gender. However, there was significant relationship between continuous assessment and final examination grade scores of students in mathematics based on institution ownership. Among others, it was recommended that high premium should be given to continuous assessments irrespective of students’ gender and institution ownership. Also, intensive seminar should be conducted for lecturers in Nigerian colleges of education on the relevance and impact of continuous assessment in determining students’ academic strengths and progress for making better decision.

Author Biographies

SANGONIYI Sunday Oloruntoyin , Emmanuel Alayande College of Education, Oyo

Department of Mathematics, School of Secondary Education (Science Programmes)

GBOLAGADE Adeniyi Musibau, Emmanuel Alayande College of Education, Oyo, P. M. B. 1010, Oyo, Oyo State, Nigeria

Department of Mathematics, School of Secondary Education

References

Adebowale, O. F., & Alao, K. A. (2008). Continuous Assessment Policy Implementation in Selected Local Government Areas of Ondo State (Nigeria): Implications for A Successful Implementation of theUBE Program. KEDI Journal of Educational Policy, 5(1), 3-18.

Adeniyi, O. S., Ogli, S. A., Ojabo, C. O. & Musa, D. I. (2013). The impact of various assessment parameters on medical students’ performance in first professional examination in physiology. Niger Medical Journal; 54:302‑305.

Aina, J. K. & Adedo, G. A. (2013). Correlation between Continuous Assessment (CA) and Students’ Performance in Physics, Journal of Education and Practice, 4(6), 6-9.

Ampofo, C. B. (2019). Relationship between pre-service teachers’ mathematics self-efficacy and their mathematics achievement, African Journal of Educational Studies in Mathematics and Sciences, 15, 23-36.

Anaf, Y. S. & Yamin, S. B. (2014). Difference and similitary of continuous assessment in Malaysian and Nigerian universities. Journal Education Practice; 2, 73-82.

Bichi, A. A. & Musa, A. (2015). Assessing the correlation between continuous assessment and examination scores of education courses, American International Journal of Research in Humanities, Arts and Social Sciences,290-294.

Bichi, A.A., Suleiman, A.H. & Ali, H. (2019). Students’ achievement in mathematics: Analysing the influence of gender and school nature. Contemporary Educational Researches Journal. 9(3), 50-56.

Carrillo, MT. & Pérez, J. (2012). Continuous assessment improved academic achievement and satisfaction of psychology students in Spain. Teach Psychology; 39: 45‑47.

Ebisine, S. S. (2013). Mathematics in Contemporary Societies: An Effective Tool for Achieving the Vision 20:2020 Agenda, International Journal of Scientific Research in Education, 6(3), 279-286.

Eimann, A. M. (2002). The implementation of continuous assessment in social studies, grades 6-7, in the Windhoek education region. An unpublished M. Ed Project. University of Namibia.

Emmanuel, I. O, & Clement, C. O. (2012). Effect of continuous assessment scores on the final examination scores obtained by students at the Junior Secondary School (JSS) level in mathematics. Educational Research; 3:706‑709.

Faleye, B. A. & Adefisoye, B. T. (2016). Continuous assessment practices of secondary school teachers in Osun State, Nigeria, Journal of Psychology and Behavioral Science, 4(1), 44-55.

Hernandez, R. (2012). Does continuous assessment in higher education support student learning? High Education; 64, 489‑502.

Idowu, A. I., & Esere, M. O. (2009). Assessment in Nigerian schools: a counsellor’s viewpoint. edo journal of counselling, 2(1), 17-27. An Official Publication of Edo State Chapter of Counselling Association of Nigeria.

Kpolovie, P. J. (2014). Test, measurement and evaluation in education. Second Edition. Owerri: Springfield Publishers Ltd.

Kpolovie, P. J., Joe, A. I., & Okoro, T. (2014). Academic Achievement Prediction: Role of Interest in Learning and Attitude towards School, International Journal of Humanities Social Sciences and Education (IJHSSE) 1 (11), 73-100.

María, A. J. (2012). Academic performance in terms of the applied assessment system. European Journal of Educational Research Assessment Evaluation, 18, 1‑14. Available from: http://www.uv.es/RELIEVE/v18n1/RELIEVEv18n1_3eng.htm.

Mwebaza, M. (2010). Continuous assessment and students’ performance in A’ level secondary schools in Masaka district. An unpublished M. Ed dissertation, Makerere University, Kampala.

Nitko, A. J. (2004). Continuous assessment and performance assessment. Available at http://www.moec.gov.jm.pdf Retrieved 11th Nov. 2006.

Nneji, L. M. Fatade, A. O., Awofala, A. A. & Awofala, A. O. A. (2012). The attitude of some Nigerian science, technology, and mathematics teachers towards assessment Practices, International Journal of Mathematics Trends and Technology, 3(3), 110-116.

Ntiko, J.N. (2001). Educational Assessment of Students. Upper Saddle River, NJ: Merrill Prentice Hall.

Oguneye, W. (2002). Continuous assessment: Practice and prospects. Lagos: Providence Publishers.

Quansah K. B. (2005). Continuous Assessment Handbook. Accra, BECAS.

Salman, M. F. (2001). An investigation into female enrolment in mathematics and sciences at the University of Ilorin. Nigerian Journal of Health, Education and Welfare of Special People, 5(1), 65 – 76.

Salman, M. F., Yahaya, L. A. & Adewara , A. A. (2011). Mathematics Education in Nigeria:Gender and Spatial Dimensions of Enrolment, International Journal of Education Science, 3(1), 15-20.

Tella, A. (2008). Teacher Variables as Predictors of Academic Achievement of Primary School Pupils Mathematics. International Electronic Journal of Elementary Education. 1(1),18-33

Trottera, E. (2006). Student perceptions of continuous summative assessment. Assessing Evaluation of High Education, 31, 505‑21.

Udoh, A. O. (2012). Learning Environment as Correlates of Chemistry Students‘ Achievement in Secondary Schools in Akwa Ibom State of Nigeria. InternationalMultidisciplinary Journal, Ethiopia 6(3), No. 26.208-217.

Van der Vleuten, C. P. & Schuwirth, L. W. (2005). Assessing professional competence: From methods to programmes. MedicalEducation;39:309‑17.

Downloads

Published

2022-05-05

How to Cite

SANGONIYI , S. O. ., & GBOLAGADE , A. M. (2022). RELATIONSHIP CONNECTING CONTINUOUS ASSESSMENT AND EXAMINATION SCORES IN MATHEMATICS IN SOUTH-WEST NIGERIA COLLEGES OF EDUCATION. Journal of Education and Practice, 6(1), 35–47. https://doi.org/10.47941/jep.859

Issue

Section

Articles