RELATIONSHIP BETWEEN CONTINUOUS ASSESSMENT SCORES AND PERFORMANCE IN ART IN PLATEAU STATE POST PRIMARY SCHOOLS
RELATIONSHIP BETWEEN CONTINUOUS ASSESSMENT SCORES AND PERFORMANCE IN ART IN PLATEAU STATE POST PRIMARY SCHOOLS
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Date
2002-09
Authors
GOFOR, DAVID NENCHIN
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Abstract
This study seeks to investigate the relationship between continuous assessment
(C.A.) scores and examination performance among students in J.S.S. in Plateau State.
Five hundred and seven (507) students were randomly selected and tested from thirteen
schools in nine of the thirteen Education Inspectorate Zones of Plateau State. Their C.A.
scores for three years were computed and compared to test the following null hypotheses:
i. there is no significant relationship between C.A. scores and examination
scores in J.S.S. in Plateau State;
ii. gender does not affect performance of students in art in junior secondary
schools;
iii. there is no significant differences in the C.A. performance of students in
urban, semi urban and rural schools.
Pearson Product Moment Correlation (P.P.M.R.) was used to test hypothesis 1. A
correlation of 0.394 higher than the table value of 0.88 was obtained at 505 degrees of
freedom. The probability level of significance was 0.05 (P<0.05), inferring that
significant difference exists between C.A. scores and examinations. The hypothesis that
there is no significant relationship between continuous assessment and examination
scores is therefore rejected.
To determine if gender affects performance t-test was used for comparison of the
two variables. A t-value of 3,32 at 505 degrees of freedom was obtained while the table
value was a.96 at same degree of freedom with probability level of significance of 0.05
(P<0.05). The hypothesis that gender does not affect performance in art in junior
secondary schools is therefore rejected, implying that significant difference exist in
gender performance with the males performing better.
Analysis of variance was used to test hypothesis 3. The finding reveals
significant differences in the students’ mean performance according to location ranked as
follows: urban 63,5769, semi urban 57,4032 and rural 50,7393, implying that location
affects C.A. performance in the arts. The hypothesis is therefore rejected.
These findings generated the following recommendations:
i. Periodic research of this nature should be organized to identify C.A. problems
to check cases of subjective assessment
ii. Sufficient staff in quality and quantity should be employed to check excess
work-load while adequate materials and work-space be provided to ensure
uniform learning conditions in all schools.
Description
A THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL,
AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE
DEGREE OF MASTER OF ART IN ART EDUCATION
DEPARTMENT OF FINE ARTS
ART EDUCATION SECTION
FACULTY OF ENVIRONMENTAL DESIGN
AHMADU BELLO UNIVERSITY, ZARIA.
Keywords
RELATIONSHIP,, CONTINUOUS ASSESSMENT,, SCORES,, PERFORMANCE,, ART,, PLATEAU STATE,, POST PRIMARY SCHOOLS