ATTITUDE OF JUNIOR SECONDARY SCHOOL TEACHERS TO CONTINUOUS ASSESSMENT PRACTICES IN MUNICIPAL EDUCATIONAL ZONE, KANO STATE
Abstract
This study examined the attitude of junior secondary school teachers' to continuous assessment practices. It determined the level of teachers' knowledge of continuous assessment practice in schools and explored the challenges that militate against effective application of continuous assessment. The study equally examined the relationship between teachers' knowledge and attitude towards continuous assessment practice. Descriptive survey research design was used in the study. A total of 294 teachers across 28 junior secondary schools in the municipal education zone of Kano State formed the study population out of which 152 were drawn as sample using simple random sampling technique. A researchermade questionnaire titled “Attitude of Teachers towards Continuous Assessment Practices” (ATCAP) was used as the data collection tool. The reliability index of the instrument was determine using Cronbach's Alpha reliability test in which knowledge of continuous assessment (CA) had an index of .78, attitude had .81 while challenges had .76 reliability index. Frequency counts, percentage, mean and standard deviation were used in
answering research questions while Pearson Product Moment Correlation (PPMC) was employed in testing the hypothesis. Findings of the study revealed that junior secondary school teachers had positive attitude and high knowledge of continuous assessment. The demanding nature of teaching, overcrowded classrooms and the tedious processes of continuous assessment were found to be the major factors that militate against the proper use of CA. A statistically significant positive relationship (r = .354, p = .000, p < .05) was found between teachers' knowledge of continuous assessment and their attitude towards it. The study recommended that school administrators should inculcate a positive attitude in their teachers towards the practices of continuous assessment through routine workshops
and seminars with a view to improving their knowledge of continuous assessment and its practice.
Keywords: Teachers, Attitude, Continuous Assessment
Hafsat Abdullahi Umar & Danlami Hayyo
ATTITUDE OF JUNIOR SECONDARY SCHOOL TEACHERS TO CONTINUOUS ASSESSMENT PRACTICES IN MUNICIPAL EDUCATIONAL ZONE, KANO STATE
Abstract This study examined the attitude of junior secondary school teachers' to continuous assessment practices. It determined the level of teachers' knowledge of continuous assessment practice in schools and explored the challenges that militate against effective application of continuous assessment. The study equally examined the relationship between teachers' knowledge and attitude towards continuous assessment practice. Descriptive survey research design was used in the study. A total of 294 teachers across 28 junior secondary schools in the municipal education zone of Kano State formed the study population out of which 152 were drawn as sample using simple random sampling technique. A researchermade questionnaire titled “Attitude of Teachers towards Continuous Assessment Practices” (ATCAP) was used as the data collection tool. The reliability index of the instrument was determine using Cronbach's Alpha reliability test in which knowledge of continuous assessment (CA) had an index of .78, attitude had .81 while challenges had .76 reliability index. Frequency counts, percentage, mean and standard deviation were used in answering research questions while Pearson Product Moment Correlation (PPMC) was employed in testing the hypothesis. Findings of the study revealed that junior secondary school teachers had positive attitude and high knowledge of continuous assessment. The demanding nature of teaching, overcrowded classrooms and the tedious processes of continuous assessment were found to be the major factors that militate against the proper use of CA. A statistically significant positive relationship (r = .354, p = .000, p < .05) was found between teachers' knowledge of continuous assessment and their attitude towards it. The study recommended that school administrators should inculcate a positive attitude in their teachers towards the practices of continuous assessment through routine workshops and seminars with a view to improving their knowledge of continuous assessment and its practice. Keywords: Teachers, Attitude, Continuous Assessment