SCHOOL-BASED ASSESSMENT AS A PREDICTOR OF STUDENTS' ACADEMIC ACHIEVEMENT IN BASIC EDUCATION CERTIFICATE EXAMINATION (BECE) IN BASIC SCIENCE IN NSUKKA EDUCATION ZONE, ENUGU, STATE
Abstract
This study investigated the predictability of students' academic
achievement in Basic Education Certificate Examination (BECE) Basic
Science using students' School-Based Assessment (SBA), The study was
conducted in Nsukka Education Zone, Enugu State. A correlational
research design was adopted for the study. One research questions and
one hypothesis were generated to guide the study. Three thousand and
sixteen (3016) students who sat for 2018 BECE in the Nsukka Education
Zone were the population for the study. The size of sample was three
hundred and sixty (360) candidates selected through multi-stage
sampling technique. Students' SBA and BECE records served as the
instrument for data collection. The collected data were analyzed using,
regression analysis and t-test. The findings revealed, among others, that
students' SBA scores significantly predict students' BECE scores in Basic
Science. It was recommended, among others, that effective SBA
monitoring teams should be established at state level, zonal level and
school level to enhance uniformity in assessment; and as well, in
reporting students'academic achievements.
Keywords: School-Based Assessment, Academic Achievement, Basic Education and
Basic Science
Ogbu, Sunday, Agugoesi, Oluchi Janehilda, Owolawi, Olaniyi & Ugwu, Felicia Chinyere
SCHOOL-BASED ASSESSMENT AS A PREDICTOR OF STUDENTS' ACADEMIC ACHIEVEMENT IN BASIC EDUCATION CERTIFICATE EXAMINATION (BECE) IN BASIC SCIENCE IN NSUKKA EDUCATION ZONE, ENUGU, STATE
Abstract This study investigated the predictability of students' academic achievement in Basic Education Certificate Examination (BECE) Basic Science using students' School-Based Assessment (SBA), The study was conducted in Nsukka Education Zone, Enugu State. A correlational research design was adopted for the study. One research questions and one hypothesis were generated to guide the study. Three thousand and sixteen (3016) students who sat for 2018 BECE in the Nsukka Education Zone were the population for the study. The size of sample was three hundred and sixty (360) candidates selected through multi-stage sampling technique. Students' SBA and BECE records served as the instrument for data collection. The collected data were analyzed using, regression analysis and t-test. The findings revealed, among others, that students' SBA scores significantly predict students' BECE scores in Basic Science. It was recommended, among others, that effective SBA monitoring teams should be established at state level, zonal level and school level to enhance uniformity in assessment; and as well, in reporting students'academic achievements. Keywords: School-Based Assessment, Academic Achievement, Basic Education and Basic Science