EFFECT OF CONTINUOUS ASSESSMENT SCORES ON ACADEMIC ACHIEVEMENT OF NATIONAL CERTIFICATE IN EDUCATION (NCE) BIOLOGY STUDENTS: IMPLICATIONS FOR SCHOOL ADMINISTRATION
TABLE OF CONTENTS
Title Page i
Approval Page iii
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Continuous assessment has gained recognition as a vital component of the educational system, providing teachers and administrators with valuable insights into students’ progress and learning outcomes. This study investigates the effect of continuous assessment scores on the academic achievement of National Certificate in Education (NCE) Biology students and explores the implications for school administration.
The study adopts a quantitative research design and utilizes a sample of NCE Biology students from multiple schools. Data on continuous assessment scores and corresponding academic achievement measures such as class test scores, assignments, and project grades are collected and analyzed using appropriate statistical methods.
Preliminary findings indicate a positive correlation between continuous assessment scores and academic achievement in NCE Biology. Higher continuous assessment scores are associated with better performance in class tests, assignments, and projects. These findings suggest that continuous assessment provides a reliable measure of students’ progress and can significantly impact their overall academic achievement.
The implications for school administration are evident. First, school administrators should emphasize the importance of continuous assessment as a tool for evaluating students’ learning and providing timely feedback. Regular monitoring and evaluation of continuous assessment practices can ensure its effective implementation within schools. Secondly, teachers should receive adequate training and support in designing and implementing continuous assessment strategies that align with curriculum objectives and promote meaningful learning experiences for students.
Furthermore, school administrators should consider the incorporation of continuous assessment scores into overall grading systems. By assigning appropriate weightage to continuous assessment, schools can incentivize students to actively engage in the learning process throughout the academic year, rather than relying solely on end-of-semester examinations. This approach promotes a holistic assessment of students’ capabilities and encourages a deeper understanding of the subject matter.
In conclusion, this study highlights the positive impact of continuous assessment scores on the academic achievement of NCE Biology students. By recognizing the implications of these findings, school administrators can enhance educational practices and promote a student-centered learning environment. Continuous assessment, when effectively implemented and integrated into school administration, has the potential to improve students’ academic outcomes and contribute to their overall educational success.
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