%0 Journal Article %1 noauthororeditor %A Okwute, %A Musa, %D 2018 %J IJIRIS:: International Journal of Innovative Research in Information Security %K achievement assessment continuous investigating techniques %N Issue VI %P 36-42 %R doi://10.26562/IJIRIS.2018.AUIS10080 %T INVESTIGATING ACHIEVEMENT OF CONTINUOUS ASSESSMENT TECHNIQUES ON STUDENTS’ DISCOVERY IN MATHEMATICS PERFORMANCE AT SSSI LEVEL AT GDSS BWARI, BWARI AREA COUNCIL, ABUJA, FCT %U http://www.ijiris.com/volumes/Vol5/iss6/01.AUIS10080.pdf %V Volume V %X The efficiency of Continuous Assessment in guided discovery can be judged through periodic observation and collection of information from specific tasks assigned to students during their discovery learning process. The current research is aimed at exploring outcomes of continuous assessment that enhance the academic achievement of SSSI students. Sixty one (61) students were sampled out from SSSI in a co-educational school – Government Day Secondary School (GDSS), Dutse Alhaji, Bwari Area Council of FCT, Abuja -- for the experiment. They were all involved in the study of Pure Mathematics as a compulsory subject. Post-test design of control and experimental groups was adopted. An achievement test was used to collect the information from respondents. Independent sample t-test was also applied as test of significance. It was concluded that continuous assessment had positive effects on students’ achievement in discovery learning. It was recommended that teachers who are well versed in evaluation and assessment techniques should be encouraged and their expertise utilized to enhance students’ performance at the SSSI level. In addition, training should be given to the instructors.

@article{noauthororeditor, abstract = {The efficiency of Continuous Assessment in guided discovery can be judged through periodic observation and collection of information from specific tasks assigned to students during their discovery learning process. The current research is aimed at exploring outcomes of continuous assessment that enhance the academic achievement of SSSI students. Sixty one (61) students were sampled out from SSSI in a co-educational school – Government Day Secondary School (GDSS), Dutse Alhaji, Bwari Area Council of FCT, Abuja -- for the experiment. They were all involved in the study of Pure Mathematics as a compulsory subject. Post-test design of control and experimental groups was adopted. An achievement test was used to collect the information from respondents. Independent sample t-test was also applied as test of significance. It was concluded that continuous assessment had positive effects on students’ achievement in discovery learning. It was recommended that teachers who are well versed in evaluation and assessment techniques should be encouraged and their expertise utilized to enhance students’ performance at the SSSI level. In addition, training should be given to the instructors.}, added-at = {2018-08-28T06:11:14.000+0200}, author = {Okwute and Musa}, biburl = {https://www.bibsonomy.org/bibtex/26f5426f0a05b241e3eabf93bd484046e/ijiris}, description = {Discovery Learning takes place in problem-solving situations where the learner is engaged in drawing on his/her own experience and knowledge. It is also a method of instruction by which students interact with their environment through exploring and manipulating objects, grappling with questions and controversies (Wikipedia, 2018). Assessment is an action which involves passing judgment about someone or something, while continuous assessment is used to determine the attainment or reading targets. It is a form of educational examination adopted to evaluate the progress of students throughout a prescribed course as an alternative to the final examination system. Therefore, the assessment of discovery learning is not a one-time movement, but a progressive process which includes checking on, reflecting and modifying the learning techniques in an organized and cautious manner. Teaching is not learning as observed by Mariappan on Twister (2018), but discovery is learning. Continuous assessment is an on-going or continual means through which a teacher carries out classroom investigation on students’ performance in discovery (Prouty & George, 2003). In other words, observations are made frequently to collect data on the level of students’ knowledge in discovery practice, understanding of a given concept and their achievement in performance. This could be done through assigning specific tasks to students based on their previous achievements in the classroom. The conduct of students is observed by the teacher to decide on the level of their performance in and out of the classroom. It can also be of help in determining what the learners have discovered or learnt on their own. }, doi = {doi://10.26562/IJIRIS.2018.AUIS10080}, interhash = {1dd226f3ee11443e789f34c0bc6f0112}, intrahash = {6f5426f0a05b241e3eabf93bd484046e}, issn = {2349-7017}, journal = {IJIRIS:: International Journal of Innovative Research in Information Security}, keywords = {achievement assessment continuous investigating techniques}, language = {English}, month = {August 2018}, note = {1. Airasian, P. W. (1991). Classroom assessment. New York: McGraw-Hill. 2. Alausa, Y. A. (2004). Continuous assessment in our schools: advantages and problems. Namibia: Kolin Foundation Arandis. 3. Abejehu, S.B. (2016). The practice of continuous assessment in primary schools: The case of Chagni, Ethiopia. Journal of Education and Practice, 7(13). 4. Baker, E. L. (2010). 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The assessment of special educational needs: International perspectives (pp. 147-169). London: Routledge. 10. Gay. L. R. (1962). Educational Research. Islamabad: National Book Foundation. 11. Gipps, C. (1990). Assessment- A teacher’s guide to the teachers. London: Hodder and Stonhton. 12. Goldring E & Berends M. (2009). Leading with Data: Pathways to Improve Your School. Thousand Oaks, CA: Corwin 13. Iqbal M, Samiullah, and Aysha A (2017)Bulletin of Education and Research April 2017, Vol. 39, No. 1 pp. 91-100 14. Inyan-Abia, M.E. (2004). Social studis technologies, method and media. Port Harcourt: Doubl Diamond Publications. 15. Lewis, A. C. (1997). Changing assessment, changing curriculum. Education Digest. 12-17. Mariappan Jawaharlal on Twitter: www.twitter.com/jawa13 16. Nitko, A. J. (2004). Educational assessments of students. Englewood Cliffs, NJ: Prentice Hall. 17. Nxumalo, Z.F. (2007). The role of continuous assessment in primary school (M.Ed. Dissertation). Retrieved from http://uzspace.uzulu.ac.za/bitstream/handle/10530/531 18. Paris, S. G., Wasik, B. A., & Turner, J. C. (1991).The development of strategic readers. In R. Barr, M. L. Kamil, P. B. Mosenthal & P. D. Pearson (eds.), Handbook of Reading Research (vol. 2). New York: Longman, 609-640. 19. Prouty, J. D & George. E. S. (2003). Continuous assessment: A practical guide for teachers. American Institute for Research. 20. Prouty, J. D & George. E. S. (2003). Continuous assessment: A practical guide for teachers. American Institute for Research. 21. Watkins, A. (ed.) (2007). Assessment in inclusive settings: key issues for policy and practice. Odense, Denmark: European Agency for Development in Special Needs Education.}, number = {Issue VI}, pages = {36-42}, timestamp = {2018-08-28T06:11:14.000+0200}, title = {INVESTIGATING ACHIEVEMENT OF CONTINUOUS ASSESSMENT TECHNIQUES ON STUDENTS’ DISCOVERY IN MATHEMATICS PERFORMANCE AT SSSI LEVEL AT GDSS BWARI, BWARI AREA COUNCIL, ABUJA, FCT}, url = {http://www.ijiris.com/volumes/Vol5/iss6/01.AUIS10080.pdf}, volume = {Volume V}, year = 2018 }