Students’ Attitudinal Behaviours toward their Academic Assessments in Senior Secondary Schools in South Western Nigeria

Abstract

Three hundred and twenty-one students were selected from SS III of the three secondary schools at equal number with 27 teachers teaching three compulsory courses: English Language, Mathematics and Economics. Results show that significant difference (p = 0.0481 or 0.0224, p<0.05) was observed between method of assessment (Continuous assessment, CA or Conventional Method, CM) and the academic performances of the students in all the three subjects. 30.8% of schoolteachers do not always know which method or type of assessment to use. 79% of parents agreed to academic assessments of their children using CA rather than CM. There were stronger relationships between the methods of assessment and academic performances of the students and as shown by R² values of 0.996, 0.926 and 0.935. The number of students with high marks in the CM was more than the number of students in CA.

Keywords – Continuous Assessment, Conventional Method, Discrete and Integrative tests