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Abstract
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Article Information:
Influence of Continuous Assessment in the Teaching of Mathematics in Secondary Schools in Edo State
A. Ebhomien, Paul, Oriahi, I. Christie and A. Diahi, Smart
Corresponding Author: PAUL. A, EBHOMIEN
Submitted: March 23, 2012
Accepted: April 08, 2012
Published: September 25, 2012 |
Abstract:
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This study examined the influence of continuous assessment in the teaching of mathematics in
secondary schools in Edo State. Four research questions and hypotheses guided the study. The research
employed a survey design. Seventy (70) mathematics teachers were randomly selected from a population of
over (240) mathematics teachers in secondary schools in Edo State, Nigeria. A well structured likert type of
questionnaire containing (20) items was employed while chi square goodness of fit was the major statistical tool
used for data analysis. A co-efficient of 0.75 was obtained for the instrument using Cronbach high co-efficient
reliability test. The results showed that the practice of continuous assessment has a significant relationship with
students’ academic performance in mathematics and also help to motivate students’ in the teaching and learning
of mathematics. Based on these results, conclusions and recommendations were made. Some of these are: The
government should frequently organize workshops, seminars and conferences for serving mathematics teachers
on the practice of continuous assessment in secondary schools. Institutions of higher learning should make
continuous assessment a major course in their pre-service teachers training programme. The undergraduate
education mathematics course should be widened to cover all aspects of continuous assessment.
Key words: Influence, continuous assessment, teaching, mathematics, secondary schools, ,
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Cite this Reference:
A. Ebhomien, Paul, Oriahi, I. Christie and A. Diahi, Smart, . Influence of Continuous Assessment in the Teaching of Mathematics in Secondary Schools in Edo State. Current Research Journal of Social Sciences, (5): 350-353.
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ISSN (Online): 2041-3246
ISSN (Print): 2041-3238 |
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