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IMPACT OF CONTINUOUS ASSESSMENT IN THE QUALITY OF EDUCATION IN PRIMARY SCHOOL

Abstract

This study employed a quantitative survey research design to investigate the impact of continuous assessment on the quality of education in primary schools. A structured questionnaire was developed and administered to a sample of 120 respondents, comprising primary school teachers, students, and parents. The participants were conveniently selected based on their accessibility and willingness to participate in the study. The data collected were presented and analyzed using SPSS27, providing a comprehensive statistical overview of the study’s variables. The study employed a t-test to assess three hypotheses formulated to examine the relationships between continuous assessment, academic performance, challenges faced by teachers, and the overall quality of education. The findings revealed a significant positive correlation between continuous assessment and improved academic performance among primary school students. However, challenges related to resource constraints, training, and institutional support for teachers were identified. Additionally, the study indicated a strong correlation between the use of continuous assessment and the overall quality of education in primary schools. In conclusion, the quantitative survey findings underscore the importance of continuous assessment in enhancing academic performance and contributing to the overall quality of education in primary schools. The identified challenges necessitate targeted interventions, including increased resource allocation, tailored teacher training programs, and enhanced institutional support. The study recommends ongoing professional development opportunities for teachers, active parental involvement, and longitudinal studies to assess the sustained impact of continuous assessment. Policymakers are encouraged to revise existing policies to incorporate and support the widespread adoption of continuous assessment methodologies in primary education. Overall, this study adds valuable insights to the existing literature on educational assessment and provides a foundation for future research endeavors in this domain.

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CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

Education is a cornerstone of societal progress, and primary schools play a pivotal role in shaping the trajectory of a child’s future (Abonyi et al., 2015; Kateeba, 2022). The primary level is a crucial phase where foundational skills are developed, setting the tone for subsequent educational pursuits. In response to the ever-evolving landscape of education, educators and researchers have continually explored diverse strategies to enhance the quality of primary education (Bertram & Christiansen, 2013; Amin, 2021). One such strategy that has gained prominence is continuous assessment, a method that goes beyond traditional examination-centric approaches by regularly evaluating students’ performance throughout the academic year (Abonyi et al., 2015).

Continuous assessment has become a focal point in primary education due to the recognition of its potential to offer a more comprehensive understanding of students’ progress, strengths, and areas needing improvement (Ahukanna et al., 2021). Unlike traditional summative assessments, which are often limited to final exams, continuous assessment provides ongoing feedback on a student’s academic journey (Abonyi et al., 2015). This approach is aligned with the need for a more holistic and dynamic perspective in education, acknowledging that learning is a continuous and evolving process. The shift towards continuous assessment underscores a commitment to understanding each student’s unique learning trajectory rather than relying solely on a singular, high-stakes evaluation (Abonyi et al., 2015).

The adoption of continuous assessment in primary schools is motivated by the desire for a more nuanced and personalized approach to education. Traditional summative assessments, such as final exams, have limitations in capturing the intricacies of a child’s learning journey (Ahukanna et al., 2021). These assessments often focus on endpoint achievements and may not provide insights into the learning process, individual learning styles, or the specific needs of students. Continuous assessment, on the other hand, introduces a dynamic element into the evaluation process, enabling teachers to observe and respond to the evolving needs of each student (Abonyi et al., 2015). This adaptability is crucial in tailoring instructional methods to cater to the diverse learning styles and abilities present in a classroom (Ahukanna et al., 2021).

The impact of continuous assessment on the quality of education in primary schools is a matter of great significance, prompting the need for thorough investigation and analysis (Adebowale & Alao, 2018). As primary education serves as the foundation for future academic pursuits, understanding the effectiveness of continuous assessment in this context is essential for informed decision-making by educators and policymakers (Adebowale & Alao, 2018). The shift towards continuous assessment represents a paradigmatic change in the approach to education, emphasizing a more student-centered and individualized learning experience (Abonyi et al., 2015).

The move from traditional summative assessments to continuous assessment is not without challenges. Adebowale and Alao (2018) found that the successful implementation of continuous assessment policies in primary schools faces hurdles, including variations in local government areas and implications for broader educational programs. Understanding these challenges is crucial for devising strategies to overcome barriers to effective implementation and ensuring that continuous assessment contributes positively to the quality of education in primary schools (Adebowale & Alao, 2018).

Continuous assessment, with its focus on ongoing evaluation and feedback, aligns with the broader goals of education, including the cultivation of critical thinking skills, creativity, and a lifelong love for learning (Ahukanna et al., 2021). By providing teachers with a more comprehensive view of a student’s academic journey, continuous assessment enables them to identify strengths, weaknesses, and areas for improvement, thereby facilitating targeted interventions. This approach is not only beneficial for students but also contributes to the professional development of educators, fostering a reflective and adaptive teaching environment (Brookhart & DeVoge, 2021).

1.2       Statement of Problem

Despite the growing recognition and adoption of continuous assessment in primary schools (Ahukanna et al., 2021), there remain significant gaps and challenges that warrant attention and further investigation. One prominent issue is the lack of uniformity in the implementation of continuous assessment policies across different local government areas, as highlighted by Adebowale and Alao (2018). The variations in policy implementation pose a challenge to achieving a cohesive and standardized approach to continuous assessment, potentially impacting its effectiveness in enhancing the quality of education.

Another critical aspect that demands scrutiny is the resistance to change among educators and stakeholders. The study by Ahukanna et al. (2021) emphasizes the need to explore the perceptions and attitudes of primary school teachers towards continuous assessment methods. Understanding the challenges faced by teachers in adopting and incorporating continuous assessment into their teaching practices is essential for addressing potential barriers and ensuring successful implementation.

Furthermore, there is a need to investigate the resource constraints that may hinder the effective implementation of continuous assessment strategies in primary schools. Abonyi et al. (2015) touch upon this concern, emphasizing the importance of resources, training, and institutional support for teachers. An examination of the availability and adequacy of resources, both in terms of materials and training, is crucial to identifying areas where additional support may be required.

Additionally, while the benefits of continuous assessment are acknowledged, there is a dearth of research examining the correlation between the use of continuous assessment and the overall quality of education in primary schools. This gap in the literature calls for an in-depth investigation into the impact of continuous assessment on various facets of primary education, including student learning outcomes, teacher effectiveness, and the overall learning environment.

Addressing these gaps in the research is vital for informing policy decisions, guiding teacher training programs, and ensuring a more equitable and impactful educational experience for all primary school students. As continuous assessment continues to gain prominence, understanding and overcoming these challenges are essential steps toward harnessing its full potential in enhancing the quality of primary education.

1.3       Objectives of the Study

1. Examine the impact of continuous assessment on the academic performance of primary school students.
2. Investigate the challenges faced by primary school teachers in implementing continuous assessment methods.
3. Assess the correlation between the use of continuous assessment and the overall quality of education in primary schools.

1.4       Research Questions

1. How does continuous assessment influence the academic performance of primary school students?
2. What challenges do primary school teachers encounter in implementing continuous assessment methods?
3. Is there a significant correlation between the use of continuous assessment and the overall quality of education in primary schools?

1.5       Research Hypotheses

1. Continuous assessment does not positively correlate with improved academic performance among primary school students.
2. Primary school teachers do not face challenges related to resources, training, and institutional support in implementing continuous assessment.
3. There is no significant correlation between the use of continuous assessment and the overall quality of education in primary schools.

1.6       Significance of the Study

This research holds substantial importance for a diverse array of stakeholders, encompassing educators, policymakers, parents, and researchers alike. An in-depth exploration of the impact of continuous assessment carries the potential to be a catalyst for meaningful change in education. For educators, the findings can serve as a valuable resource guiding pedagogical practices, aiding in the refinement of teaching strategies and the cultivation of a more student-centric learning environment. Policymakers stand to benefit significantly as well, as insights derived from this study can inform evidence-based policy development, fostering an educational landscape that aligns with contemporary needs and priorities.

Parents, as integral partners in a child’s educational journey, can gain valuable insights into the efficacy of continuous assessment methods. Understanding how these methods offer a holistic perspective on their child’s progress empowers parents to actively engage in their child’s learning experience. This knowledge can bridge the communication gap between educators and parents, fostering a collaborative educational ecosystem that nurtures a child’s growth more effectively.

Equally noteworthy is the potential impact on the research community. Researchers can leverage the findings to deepen their understanding of the dynamics between continuous assessment and the overall quality of primary education. This, in turn, contributes to the broader body of educational research, facilitating ongoing discourse and advancements in pedagogical approaches.

In essence, the outcomes of this study have the capacity to transcend individual stakeholder interests, offering a collective benefit in the form of an enriched educational landscape. By informing educational reforms, refining teacher training programs, and shaping policies that prioritize a student-centered approach, the study’s findings have the potential to be a cornerstone in the ongoing pursuit of enhancing the quality of primary education.

1.7       Scope of the Study

This research focuses on primary schools within a specific geographic region, taking into account diverse socio-economic backgrounds. The study considers both public and private primary schools to provide a comprehensive understanding of the impact of continuous assessment across different educational settings. The research spans a two-year period, allowing for a longitudinal analysis of the implementation and outcomes of continuous assessment methods.

1.8       Operational Definition of Terms

Continuous Assessment: The ongoing process of evaluating a student’s performance through various assessments conducted throughout the academic year, including quizzes, projects, and class participation.

Quality of Education: The overall effectiveness of the educational system in achieving its objectives, encompassing factors such as student learning outcomes, teacher effectiveness, and the learning environment.

Academic Performance: The measurable achievements of students in various subjects, typically assessed through grades, test scores, and other quantitative measures.

Teacher Perceptions: The attitudes, beliefs, and opinions of primary school teachers regarding the implementation and impact of continuous assessment in their classrooms.

Resource Constraints: Limitations in terms of materials, facilities, and training that may impede the successful implementation of continuous assessment methods.

Correlation: A statistical measure indicating the extent to which two variables are related, providing insights into the association between continuous assessment and the quality of education.

Student-Centered Approach: An instructional approach that prioritizes the needs, abilities, and learning styles of individual students, fostering a more personalized and effective learning experience.

Longitudinal Analysis: A research method involving the collection and analysis of data over an extended period, allowing for the observation of trends, patterns, and changes over time.