EFFECTS OF CONTINUOUS ASSESSMENT ON ACADEMIC ACHIEVEMENT OF NCE CHEMISTRY STUDENTS IN KADUNA STATE

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dc.contributor.authorMUHAMMAD, BINTA ASABE
dc.date.accessioned2014-03-05T09:35:16Z
dc.date.available2014-03-05T09:35:16Z
dc.date.issued2007-12
dc.descriptionA THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF EDUCATION (SCIENCE) DEPARTMENT OF EDUCATION FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA December, 2007en_US
dc.description.abstractThe study was undertaken to investigate the effects of Continuous Assessment on academic achievement of NCE chemistry students in Kaduna state. The population of the study comprises of all chemistry students in colleges of education in Kaduna state. The sample consisted of 90 chemistry students drawn from the colleges of Education in Kaduna state. A pre-test post-test experimental control group design was used. The experimental group was further divided into two groups, E1 and E2, while only one group serves as control group. The experimental group EI was subjected to two sets of Continuous Assessment while E2, the second experimental group was subjected to four sets of Continuous Assessment and finally the control group C was left without any Continuous Assessment. Pre-test and post-test were administered to the three groups. Five hypotheses were stated. Two instruments, teacher made test (T.M.T) was used for the Continuous Assessment and Organic Chemistry Test (OCT) was used as both pretest and post test. The data obtained were analyzed using F-test, ANOVA, t-test, and Pearson product moment correlation coefficient (r) statistics at 0.05 level of significance. The findings of the study revealed that:- - Continuous Assessment has significant effect on academic achievement of NCE students. - There is no significant difference in the achievement of male and female students when exposed to fewer C.A's. - There is significant difference in the achievement of male and female students when exposed to many C.A's. - There is no significant correlation between C.A scores and final examination scores of NCE chemistry students. In the light of the findings from this study, it was recommended that chemistry teachers should strive to see that at least four C.A's are given to students per semester in order to improve their academic achievement and that teachers should also be properly trained on the methods and techniques of Continuous Assessment construction and administration for the system to be effectiveen_US
dc.identifier.urihttp://hdl.handle.net/123456789/3274
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectCONTINUOUS ASSESSMENTen_US
dc.subjectACADEMIC ACHIEVEMENT,en_US
dc.subjectNCE,en_US
dc.subjectCHEMISTRY STUDENTS,en_US
dc.subjectKADUNA STATE.en_US
dc.titleEFFECTS OF CONTINUOUS ASSESSMENT ON ACADEMIC ACHIEVEMENT OF NCE CHEMISTRY STUDENTS IN KADUNA STATEen_US
dc.typeThesisen_US
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