Dr. Sadiya Mu’azu Sani, Aliyu Idris and Nazifi Idris Abubakar
EVALUATION OF CONTINUOUS ASSESSMENT KNOWLEDGE AMONG TEACHERS IN SENIOR SECONDARY SCHOOLS IN KIRU EDUCATION DIRECTORATE, KANO STATE, NIGERIA
https://doi.org/10.83151/mxh0-sn91
This research investigated Continuous Assessment Knowledge among Senior Secondary School teachers in Kiru Education Directorate, Kano State, Nigeria. Four objectives guided the study. One research question was answered, and three null hypotheses were formulated and tested at 0.05 level of significance. A descriptive survey research design was used for the study. A Population of 398, and a sample size of 169, was drawn through multi-stage sampling procedures. A research instrument titled the Continuous Assessment Knowledge Questionnaire (CAKQ) was used for data collection. Data collected was analysed using frequency, percentage, and t-test for an independent sample. The analysis revealed that Art teachers have high level of knowledge of continuous assessment than Science teachers. Also, a significant difference was found in the knowledge of continuous assessment by teachers’ subject area, qualification, and years of working experience. The study concluded that subject areas, qualifications, and years of teaching experience do influence their knowledge of continuous assessment in the Kiru Education Directorate. The study recommended that school administrators, supervisors, as well as the Ministry of Education, ensure proper ways of maintaining the knowledge of continuous assessment through the organisation of refresher courses, such as workshops and seminars.
Keywords: Evaluation, Continuous Assessment, Teachers' Knowledge
Dr. Sadiya Mu’azu Sani, Aliyu Idris and Nazifi Idris Abubakar
EVALUATION OF CONTINUOUS ASSESSMENT KNOWLEDGE AMONG TEACHERS IN SENIOR SECONDARY SCHOOLS IN KIRU EDUCATION DIRECTORATE, KANO STATE, NIGERIA https://doi.org/10.83151/mxh0-sn91
This research investigated Continuous Assessment Knowledge among Senior Secondary School teachers in Kiru Education Directorate, Kano State, Nigeria. Four objectives guided the study. One research question was answered, and three null hypotheses were formulated and tested at 0.05 level of significance. A descriptive survey research design was used for the study. A Population of 398, and a sample size of 169, was drawn through multi-stage sampling procedures. A research instrument titled the Continuous Assessment Knowledge Questionnaire (CAKQ) was used for data collection. Data collected was analysed using frequency, percentage, and t-test for an independent sample. The analysis revealed that Art teachers have high level of knowledge of continuous assessment than Science teachers. Also, a significant difference was found in the knowledge of continuous assessment by teachers’ subject area, qualification, and years of working experience. The study concluded that subject areas, qualifications, and years of teaching experience do influence their knowledge of continuous assessment in the Kiru Education Directorate. The study recommended that school administrators, supervisors, as well as the Ministry of Education, ensure proper ways of maintaining the knowledge of continuous assessment through the organisation of refresher courses, such as workshops and seminars. Keywords: Evaluation, Continuous Assessment, Teachers' Knowledge