Correlation between continuous assessment and students’ performance in Islamic studies

U Ajidagba,Jamiu Abdur-Rafiu,Masood Rafiu

doi:10.11591/edulearn.v14i2.9213

U Ajidagba, Jamiu Abdur-Rafiu + Show 1 more

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https://doi.org/10.11591/edulearn.v14i2.9213

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Abstract

This study investigated the correlation between continuous assessment scores and Islamic Studies students’ performance in WASSCE and NECO Examinations in Ilorin, Nigeria. The instruments used were the copy of cumulative continuous assessment scores for three consecutive years (2011-2013) in Islamic Studies; (ii) the 2011-2013 Islamic Studies may/June SSCE computerized result sheets sent to each school by WAEC and NECO. The results of students were analysed using Pearson Product Moment Correlation Coefficient (r) and regression. The findings showed that: (i) Students’ performance in Islamic Studies in NECO and WASSCE of the years under study (2011-2013) is fluctuating. (ii). Significant relationship exists between students’ continuous assessment scores and their performance in Islamic Studies in SSCE conducted by NECO. (iii). There is a significant relationship between students’ continuous assessment scores and their performance in Islamic Studies in WASSCE. (iv). There is a significant correlation among the school type of Students, their continuous assessment scores and their performance in Islamic Studies. Based on the findings of the study, it was recommended among others that there is a need to encourage Islamic Studies teachers in both public and private senior secondary schools to attach importance to the proper and regular conduct of continuous assessments.

Highlights

Education as a process, revolves around transmission of worthwhile knowledge, ideas, skills and values from generations to generations
Answering research question one What is the general performance of students in Islamic Studies in West Africa Senior School Certificate Examination (WASSCE) and National Examination Council (NECO) Examinations in Ilorin (2011-2013)? The Table 1 above reveals that 0.8% 0f the candidates that enrolled for the WASSCE across the three years (2011-2013) were absent, 3.9 % got F9, 14.4 % got E8 grade, 13.9 % got D7, 19.7% had C6, 10.6% had C5, 8.9% had C4, 13.1 % got B3, 8.9 % had B2 and 5.8 had A1 grade
The findings of this study showed that there is a significant correlation among the school type of Students, their continuous assessment scores and their performance in Islamic Studies in Senior School Certificate Examination conducted by NECO and West African Examination Council (WAEC)

Summary

Introduction

Revolves around transmission of worthwhile knowledge, ideas, skills and values from generations to generations In this process, efforts are made to enable individual acquire norms and values that would enable him to become a useful member of the society in which he belongs to. In teaching and learning situation, it is imperative to always ascertain how much learning had taken place in students and always measure learning outcomes. This might be why Ajidagba [2] asserted that assessment in whatever form remains the only known means of determining students’ level of academic and non-academic achievement

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