Abstract
The study was carried out to determine the role of continuous assessment in teaching and learning of Economics in Enugu South L.G.A. Specifically, the objective of the study include the following (i) To find out the extent of teacher compliance with the continuous assessment standards. (ii) To determine the ways of assisting teachers in improving upon their skill in continuous assessment practices in Economics thereby enhancing the optimum performance of the students. The instrument used for data collection was questionnaire, which was based on the three research questions. The sample for the study consisted of 32 respondents out of twenty selected schools in the zone. Frequencies and percentages were employed for analyzing the data collected. In the analysis, the following were observed: (i) Exposing Economics teachers to regular seminars and workshops on item construction sharpen their skill, (ii) Continuous assessment procedure facilitates guidance function in a school both in the learning and preparation for a career. (iii) Assessment is an integral part of the teaching process. Based on this, recommendations were made. First, the primary school Education Board should always be organizing conferences, workshops and seminars on Economics for secondary school teachers as a way of enhancing their eiciency in teaching Economics. Secondly, the society should be re-oriented towards having positive attitude in Economics. Thirdly, the students should be made to understand the important of Economics in their lives. And lastly, the Government should supply to school adequate materials for the teaching and learning of Economics.
CHAPTER I
INTRODUCTION
This chapter deals with the Background of the Study, Statement of Problem, Problem of Study, Significance of the Study, Research Question, Limitation of the study and Definitions of Terms
1.1 Background of the Study
The National Policy on Education (NPE) introduced some noble ideas at Channeling Education to the development of Nigeria’s economic, political, sociological and human resources. One of the innovative ideas in the policy is the liberalization of the Educational assessment and evaluation by using them in part or in whole on continuous assessment of the progress of the individual (Federal Republic of Nigeria F.R.N 2004) Prior to the institution of continuous assessment procedure of evaluation, one-short. Summative evaluation was practice under this system of assessment emphasis is on decision at the end of the term or year. One short coming of this practice is that it is too late to help pupils or students improve on their learning because most of them would be going on to their classes, courses or topic. As a result, Education System (including the pupils, the teachers, the curricula and the administrators) is denied opportunity for meaning full growth. It is unwise and unnecessary to deny the educational system this essential feedback. The one-short summative evaluation has been rigorously criticized (Mkpa:1986, Igwebuike:1987, Ohuche:1988, Ekwonye:1986) Mkpa:1986 observed that it constituted a threat to learners who saw the examination as the sole determinant of their future academic and career destines. Ohuche: (1988) also pointed out that teachers could not introduce innovation both in the teaching and evaluation of their students Partly because of the “Straight Jacket” syllabuses followed by the examining bodies and partly because teachers were not meaningfully involved in the evaluative part of their job. Therefore the continuous assessment system was aim at correcting the anomalies inherent in the one-short summative evaluation. Another reason for the adoption of the strategy of continuous assessment is for a careful analysis of the concept of assessment as an integral part. It is therefore reasonable that the teacher should be involved in the final assessment of the students he or she has taught. If we have a system whereby student earn a substantial part of their final rating from school work. They will come to realize that passing or failing does not depend solely on performance in final examination.
