A STUDY OF KNOWLEDGE AND PRACTICE OF CONTINUOUS ASSESSMENT AMONG SENIOR SECONDARY SCHOOLS TEACHERS IN JIGAWA STATE

Abstract

This study is an investigation of teacher knowledge and practice of continuous assessment among senior secondary school teachers of Jigawa state. Three research objectives, two research questions and one research hypothesis were formulated in order to guide for the conduct of this study. The study adopted survey research designed, two thousand one hundred and seventy six (2176) teachers were used as population of the study and one hundred and fifteen (115) teachers were selected as sample of the study. The sample selection is guided by The Research Advisor (2006). The researcher used simple random sampling technique in sampling the respondents. The researcher adapted the questionnaire developed by Okpala and Onocha  (1985). The instrument was modifed and title continuous assessment knowledge and practice. It contains 30 questions on continuous assessment knowledge and 19 questions designed on four Likert scale as continuous Assessment practice questions. The instrument was validated by expert in Psychology and Tests and Measurement. The researcher used Test-Retest method of reliability in finding the reliability of the instrument, which found to be 0.75. The statistical tools used in analyzing the data were descriptive statistic i.e. frequency and percentage techniques to answer the research questions and t-test independent sample to test the hypothesis. Among the findings of the study were concluded that teachers with high knowledge of C.A. are 39.13%, while the teachers with average knowledge of C.A. are 34.78% and teachers with low knowledge of C.A. are 26.09%. The result also showed that there is no significant difference in the knowledge and practice of continuous assessment among Professional and non Professional SSS teachers in Jigawa State. Among the recommendations given are: Jigawa State government should organize in-house workshops for teachers, in order to acquaint teachers with deficiency in the knowledge and use of continuous assessment.