ABSTRACT

Continuous assessment is a way of ascertaining what a student gains from school in terms of knowledge and character development, taking into account all his or her performances in test assessment class task and educational activities. The purpose of the study was to assess the implementation of continuous assessment and students’ academic performance in schools of Nursing, Akwa Ibom State. Three research objectives and research questions were formulated to guide the study. Using a descriptive and retrospective study design, 60 Nurse Educators were selected for the study through census technique. The instrument for data collection was a researchers structured questionnaire, checklist and records of scores from Schools of Nursing Anua and Ikot Ekpene. Data collected were presented and analyzed using tables, frequencies percentage, chart and mean value. The findings from the study revealed that; 57 (95%) showed that continuous assessment is implemented in School of Nursing, 50 (83%) said that there is a high level of continuous assessment practice, 42 (70%) stated that there’s inadequate time for test administration, 60 (100%) indicated that poor level of preparedness on the part of the student hinder continuous assessment. Academic performance in School of Nursing, Anua was from 55.3% to 100% while in Ikot ekpene was from 51% to 100%. Conclusion drawn from the finding is that there’s a high level of continuous assessment practice and good academic performance from students. Recommendation made was that management of schools of nursing and government should ensure strict adherence to continuous assessment guideline policy to promote learning and good academic performance.

CHAPTER ONE

      INTRODUCTION

Background to the study

Assessments of student’s level of academic performance is vital to teaching and learning process as it provides necessary feedback about the outcome of educational goals and objectives. In education, assessment is aimed at determining the level of student’s mastery of knowledge and skills in a subject (Airasian, 2016).

Continuous assessment is a classroom strategy implemented by teachers to ascertain the knowledge, skills and understanding attained by students at a particular point in time. Teachers administer assessment in a variety of ways in other to observe multiple task and information about what students know, understand and can do. The assessments are curriculum based task previously taught in classroom. Continuous assessment is a method of evaluation carried out periodically or at a predetermined interval of the school year. It involves collecting data with a view to making value judgement about the quality of a person, object, groups or event (Ajunouma, 2017).

Continuous assessment in schools is generally essential and on-going process which is a basis for all educational activities. It is a vital tool in the hands of the professional teacher as it guides, directs and protects both the teacher and the learners at every academic stage (Okwudire, 2012).

According to Gbenda, (2018)  The origin of continuous assessment in Nigeria educational system is traced to 1977, when there was an outbreak of examination malpractice due to widespread leakage of West African Examination Council questions.  Due to this, the Federal Government set up the Segbetun commission to investigate the matter. It was found out that WAEC workload was beyond it capacity to conduct hitch free examinations, since it was the only examining body in the British West African Region. Besides it aims at assessing only the cognitive domain, grading learners and issuing certificate. The commission then recommended among others that continuous assessment should be introduced to complement, supplement or enhance the single shot final examination which usually done at the end of a course of study.

Not only that but also continuous assessment should cover the three domains (cognitive, psychomotor and affective) of educational objectives. In response to the recommendations above, continuous assessment was introduced into Nigerian educational system in the 1980s.

The success or failure of a student is measured in terms of academic performance. It is common observation that the success in the academic field senses as an emotional tonic and any damage done to the child in the home or neighbourhood may be partially repaired by the success in the school. High performance in school builds self-esteem, self-confidence and strengthens self-efficiency. Good academic record to certain extent predicts future of the child, it also helps the teacher to know whether teaching methods are effective or not, to note whether learning has taken place or not and helps in bringing improvement accordingly (Akem & Aduloju, 2013).   

By incorporating continuous assessment into the Nigerian educational system, it is intended and expected to bring about better judgement of the learners, teachers and learning process, which should in turn improve the entire educational enterprise.

Hence, this study is focused on the implementation of continuous assessment and student’s   performance in Schools of Nursing, Akwa Ibom State.