Volume : 5, Issue : 6, JUN 2019

CONTINUOUS ASSESSMENT AS PREDICTOR OF ACHIEVEMENT IN BASIC SCIENCE IN JUNIOR SECONDARY SCHOOLS

DR IHEANYI OKORE IGWE, HYCEINTH AKPAH OKORO

Abstract

This study examined the extent to which continuous assessment (CA) scores in Basic Science predicted students’ achievement
in Junior Secondary School Certificate Examination (JSSCE) in the same subject in Afikpo Education Zone, Ebonyi State, over a
three year period (2013, 2014, and 2015). The population of the study comprised secondary school (JSS) students in 79
secondary schools who participated in the JSSCE within the three years of this study. The sample size consisted of 30 students
drawn from 30 secondary schools, making a total of 900 students for the three years. The study adopted the predictive
research design. One research question was answered and one hypothesis was tested to check the predictive strength of CA
and achievement. Coefficient of reliability based on Pearson Product Moment Correlation (PPMC) was used to answer the
research question while the regression analysis (using multivariate modeling) was used to test the hypothesis on the strength
of the relationship between the two variables. The raw scores of students’ CA and their JSSCE results were obtained from the
Education Development Center (EDDC), Abakaliki and the instruments were standardized instruments by the National
Examinations Commission (NECO). The results of the study revealed that; CA is not a strong predictor of students’
achievement in JSSC examination for 2013, 2014 and 2015. Predictive strength of CA is highest for 2013, followed by 2014 and
lastly 2015 respectively; test of significance on the relationship between CA and JSSCE is not significant for 2013, 2014 and
2015. Based on the results and their implications, recommendations were made.

Keywords

CONTINUOUS ASSESSMENT, ACHIEVEMENT, COEFFICIENT OF RELIABILITY, JSSCE, PREDICTIVE.

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Cite This Article

Article No : 19

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