PREDICTIVE VALIDITY OF STUDENTS’ CONTINUOUS ASSESSMENT SCORES IN SENIOR SECONDARY SCHOOL SCIENCE SUBJECTS IN KATSINA STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 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
Biography 54
Appendix 56
Abstract:
The aim of this study was to investigate the predictive validity of students’ continuous assessment scores in senior secondary school science subjects in Katsina State. Continuous assessment is an integral part of the educational system, providing a comprehensive evaluation of students’ performance over a period of time. However, its effectiveness in predicting students’ success in science subjects has been a subject of debate and requires further investigation.
The study employed a quantitative research design, utilizing data from a sample of senior secondary school students in Katsina State. The continuous assessment scores of the students in science subjects were collected, and their subsequent performance in final examinations was recorded. Statistical techniques such as correlation analysis and regression analysis were used to analyze the data.
The findings of the study revealed a significant positive correlation between students’ continuous assessment scores and their performance in final examinations in science subjects. This indicates that students who performed well in continuous assessment were more likely to achieve higher scores in their final examinations. Furthermore, the regression analysis demonstrated that students’ continuous assessment scores were a significant predictor of their performance in science subjects.
The results of this study have important implications for educational policymakers, school administrators, and teachers. They highlight the value of continuous assessment as a reliable tool for predicting students’ success in science subjects. By placing greater emphasis on continuous assessment, educators can identify struggling students early on and provide appropriate interventions to improve their learning outcomes.
In conclusion, this study provides evidence supporting the predictive validity of students’ continuous assessment scores in senior secondary school science subjects in Katsina State. The findings underscore the importance of continuous assessment in assessing and predicting students’ performance in science education. Further research is encouraged to explore additional factors that may influence students’ performance in science subjects and to validate these findings in different educational contexts.
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