ATTITUDE OF STUDENTS TOWARDS CONTINUOUS ASSESSMENT IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND OF THE STUDY

Continuous assessment is one of the new concepts introduced in the Nigerian educational system with the new national policy on education in short; it is an interval part of the new system of education other wise known as the 9-3-3-4 system.

Assessment is an essential element in the educational process. A teacher must make some measurements of the extent to which the learning experiences of students have enabled them, achieve the stated objectives of the course of study.

Ohnuche on Odili (1986:96) defines assessment as an “involving the determination for the value and work of a thing implies making decision”.

The changing needs and attitudes of individual children call for a continuous evaluation of such needs and traits in order to enable the children understand themselves better. Their teachers to improve on their teaching methods, the parents and guidance understood the children, so that educational vocational and personal social decision can be realistically made on them.

This study was carried out in Obanliku Local Government Area of Cross River State. Obanliku has twenty seven (27) secondary schools.

There are very few turns in Obanliku Local Government Area. Most of these schools are located in the rural areas. Thus the background of this study has a rural setting.

1.2     THEORETICAL BACKGROUND

Scholars have looked at the issues of the attitude of student towards assessment in educational system and have seen that the success education mill ever offer is seriously tied to the facilities relevant to it. According to Peretomode (2007) stock of educational facilities in public school system in Nigeria is enormous even at the present state of their insufficient and inadequacy. They represent substantial financial outlay to the tax payer. Establishing new educational facilities is no longer that easy because of the current state of economic depression and constantly raising costs. Edem (2003) seeing the importance and position influence of school facilities to educational achievement of students said. It is the duty of the ministry or the board of education to make furniture’s, equipments, books and expendable materials available to schools. Their inadequacy constitutes another source of frustration and disillusion among teachers. African leaders earnestly desire good education programmes for their people, but in many cases the resources are so merger that little progress can be made.

According to Inyang Abia (1990) continuous assessment are the pivot on which the wheel of teaching and learning process rotates.

As cited by Inyang Abia (2004) the use of continuous assessment is the most significant aspect of influence for student’s effective performance.

According to Bayo (1992) the availability of continuous assessment in learning process have the potency for motivating and focusing learners attention on the lesson being presented.

According to Obi (1997), a good continuous assessment can make the following contributions. Promote the development of ready skills and encourage long term habits through ready, listening and etc. these leaning habits form the key to continuous success in school and to the personal enrichment of leisure this through out line.

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