Volume : 5, Issue : 6, JUN 2019




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.



Article : Download PDF

Cite This Article

Article No : 19

Number of Downloads : 256


1. Abonyi, S. O., Omebe, C., Okereke, S. C. and Anugwo, M. (2006). Foundation of educational research and statistics. Enugu: Fred Ogah Publishers, 206p. 2. Awodun, A. O., Olusola, O.O. and Oyeniyi, O.O. (2011). Impact of continuous assessment, mock result and gender o Physics students’ achievement in SSCE in Ekiti State, Nigeria. Iternational journal of engineering and technology (IJER); 2(5). www.ijert.org/download/3686/impact-... 3. Awofala, A. O. A. and Babajide, V. F. T. (2013). Examining attitude towards continuous assessment practices among pre-service science, technology and mathematics (STM) teachers. Journals of education practice. 4(13), 222-288. (www.slideshare.net /AlexanderDeker/...) 4. Danmola, B. T. (2011). Emerging issues on the universal basic education curriculum in Nigeria: Implication for science and technology component. Pakistan journal of social science, 8(1), 62-68. 5. Ebonyi State Ministry of Education (2014). Students’ enrolment as at 1st Term, 2012/2013. Ebonyi state secondary education board Abakaliki. 6. Ebonyi State Ministry of Education (2013). Students’ junior secondary school examinations (JSSE) results for the years (2009-2013). Examination development center (EDC), Abakaliki. 7. Edokpayi, J. N. and Suleiman, M. A. (2011:527). Students integrated science achievement as a predictor of latter achievement in chemistry: A case study among selected secondary schools in Zaria metropolis. Archives of applied science research, 3(4) 527-535. 8. Ehiametalor, B. (2014). The application of continuous assessment model in Nigeria schools. www. Unilorin.edu.ng/journal/educat…
9. Federal Ministry of Education (FME), Statistical Division (2013). Nigeria Report: Part II: Analytic section: Cont.25-Unesco. (www.unesco.org/../ rapport-2-25.html). 10. Federal Republic of Nigeria (FRN) (2013) Universal basic education (UBE) Act, 4th edn. Lagos, NERDC Press. 11. Hornby, A. S. (2001:1309). Oxford advanced learners dictionary of current english, 6th edn. Oxford: Oxford university press. 12. Igwe, I. O. (2003). Principles of science and science teaching in Nigeria: an introduction. Enugu; Jones communication publishers. 160p. 13. Maduabum M.A. (1989). Teaching integrated science effectively. Onitsha; Branco graphic publicity.142p. 14. Nwana , O. C. (2008). Introduction to educational research (Revised edition). Ibadan, HEBN publishers. 352. 15. Nwebaza, Michael. Continuous assessment and students’ performance in a-level secondary school in Masaka district. Unpublished M.sc. ed. thesis in curriculum teaching and media studies. Makerere University, Kampala. May, (2005). (Mak.ac.ug/Mwebaza-Micheal.pdf.) 16. Okeke, E. A. C. Making science education accessible to all, 23rd annual inaugural lecture of the University of Nigeria, Nsukka. University of Nigeria senate ceremonial committee. August, 9th (2007). 17. Okwelle, A. A. and Wali, G. I. (2002). Performance in integrated science of JSSCE in Rivers state: Nigeria. Journal of research in education and society; 2(3). 75-78 Port Harcourt: Harley publication. 18. Omirin, M. S. and Ale, V. M. (2008) Predictive validity of English and mathematics mock examination result of senior secondary school students’ performance in WASCE in Ekiti-state, Nigeria. Pakistan journal of social sciences. 5(2): 139-141. 19. Scoth-Clayton, J. (2012). Do high-stake placement exams predict college success? Public community research center, teachers college, Columbia University. www.mcca.org/ uploads/fckeditor/file… 20. Straight, H. S. (2002). The difference between assessment and evaluation. www.binghanton
21. United State Agency for International Development/EQUIPI (USAID/EQUIP1, 2003). Educational quality in developing world: measuring pupils’ achievement (Evaluating models of continuous assessment for primary schools in Malawi). Educational Quality Review: vol. 1(1). www.equip123.et/EQ-Review/1-1.pdf 22. Wikipedia (2014). Item Response Theory. Edutechwiki.uige.ch/en/item_reson…