Continuous Assessment Scores Research Articles

Enhancing teaching and learning of evidence-based practice via game-based learning

Introduction: The Singapore Institute of Technology-University of Glasgow (SIT-UofG) Nursing Programme has traditionally taken a didactic teaching approach in the delivery of the Evidence-Based Practice (EBP) module. A hybrid approach was introduced using Game-Based Learning (GBL) to encourage active learning through gameplay. Methods: A Randomised Controlled Trial (RCT) was undertaken encompassing a cohort of 100 Nursing students taking the EBP module in their first year at the Singapore Institute of Technology (SIT) in the 2021/22 academic year. The experimental group (n=27) worked through the online GBL intervention and the EBP module, while the control group (n=27) took the EBP module alone. The GBL included five Learning Quests and three case studies. Results: High levels of satisfaction were reported by both the experimental group (n=22) and the control group (n=15) on the traditional content and delivery of the EBP module. High levels of engagement were reported by the experimental group on the GBL intervention; a one-sample statistics analysis confirming a significant level of engagement (p<0.001). A Mann-Whitney U Test, however, found no significant difference in the Continuous Assessment (CA) scores of the two groups (p=0.507 and 0.461). Conclusion: The introduction of GBL designed to deliver educational content directly associated with the learning outcomes increased the nursing student engagement in the EBP module. These findings and discoveries can be utilised to improve the GBL intervention to the EBP module to have a more positive impact the student CA scores and therefore on student learning. Keywords: Evidence-Based Teaching, Evidence-Based Practice (EBP), Nursing Education, Game-Based Learning (GBL), Teaching and Learning EBP, Nursing Students, Gamification

Effective Strategies for Maintaining an English Writing Portfolio to Enhance Students' Writing Skills and Continuous Assessment Scores

English Writing Portfolio plays a crucial role in Bhutanese education, serving as a tool for continuous assessment and fostering the growth of students' writing skills. This study examines the effectiveness of various strategies employed in maintaining and assessing writing portfolios, focusing on class XI and XII students at Peljorling Higher Secondary School. Drawing on both quantitative and qualitative data, the research investigates the impact of writing portfolios on students' writing proficiency and their attitudes toward portfolio maintenance. Findings underscore the significance of writing portfolios in enhancing writing skills and improving continuous assessment scores. The study reveals the importance of tailored approaches to portfolio assessment, emphasizing the need for collaborative engagement among students, teachers, and peers.

Correlation Between Continuous Assessment in Accountancy Modules and Students’ Academic Performance in Higher Learning Institutions: The Case of Institute of Accountancy Arusha in Tanzania

This study aimed to examine the correlation between continuous assessment and final examination scores. The study was conducted at the Institute of Accountancy Arusha, Dar es Salaam Campus. The study used an explanatory sequential design with a sample of 75 respondents for the quantitative phase and 5 respondents for the qualitative phase (total sample of 80 respondents). The study used secondary data for the quantitative phase, the data were tested for normality by using the Shapiro-Wilk test, and they were found to be normally distributed. The analysis was both qualitative and quantitative by using content analysis and Pearson correlation respectively. The findings show that there is a moderate positive correlation between continuous assessment and final score for basic technician certificate in accountancy students while for the ordinary diploma of Accountancy year one students’ score had insignificant correlation. The findings also have shown that factors such as the effectiveness of assessment plans may dictate the correlation between the two. The study recommends that for continuous assessment to predict good performance of students in final exams; tests, and assignments should be composed basing on the assessment plans to make them stronger in establishing correlation between Continuous Assessment and Final Examination. Also, it is recommended that the academic support department must use moderators to moderate tests and assignment, moderation should not only be during final examinations.

The Relationship between Continuous Assessment Scores and Examination Scores of Students Motivated to Attend Lectures

A prominent feature in the pursuance of the Sustainable Development Goals (SDGs) in the learning process in education is the evaluation and assessment of students. As part of the process of evaluating students’ learning outcomes, effective practice of cont inuous assessment is considered capable of influencing other factors that affect the improvement of teaching and learning. We used a strategy of continuous assessment to teach four Basic Science and Technology courses to minimize observed absenteeism to lectures, improve the active participation of students, and enhance learning during lectures. This study aims to find the relationship between the continuous assessment scores and the examination scores of students in the courses using a descriptive/correlational research design. The sample consists of all the students totaling 2,214 who were examined in the courses for three sessions 2010/2011, 2011/2012, and 2012/2013 in the College of Education, Agbor, Delta State, Nigeria. Their examination scores were correlated with the corresponding continuous assessment scores using Pearson’s product-moment correlation procedure for each of the courses in each academic session. All the correlation coefficients obtained are positive and statistically significant at .05% level, indicating a consistent and significant positive relationship between the continuous assessment scores and the examination scores for each of the courses, each academic session, and the overall sample. Based on this result, we encourage the use of continuous assessment in more pragmatic ways to enhance both the cognitive and non- cognitive correlates of students’ performance in courses in tertiary institutions.

Field measurement of hand forces of palm oil harvesters and evaluating the risk of work-related musculoskeletal disorders (WMSDs) through biomechanical analysis

Hand force data is critical in evaluating work-related musculoskeletal disorders (WMSDs). Nevertheless, earlier studies on oil palm workers relied on estimated or laboratory measurements, which may not accurately reflect the actual hand forces. This study is the first report on the field measurement of hand forces for palm oil harvesters using a chisel and sickle to harvest low and tall palm trees, respectively. The dynamic hand forces and ground reaction forces were measured using instrumented harvesting tools and force plates, while wearable motion (IMU) and electromyography (EMG) sensors were incorporated for quantifying postural angles and muscle activations, respectively. Additionally, the spinal loadings, continuous Rapid Entire Body Assessment (REBA) scores, and subjective pain scores were determined to evaluate the risk of WMSDs. A total of 10 harvesters were recruited to perform the palm pruning tasks using a chisel and sickle. Resultantly, the sickle and chisel recorded a maximum cutting force of 1601.23 ± 424.26 N and 420.80 ± 96.00 N, respectively. All pruning tasks were found to be highly risky to harvesters, with a peak REBA score of 12. Likewise, all investigated muscles were activated for over 40% MVC, thus inducing moderate pain in the muscles. The peak L5-S1 compression forces for all tasks exceeded the safety threshold (>3400 N), but the values were not significantly different. The shear force of the L5-S1 was extreme in pruning with a sickle (1446.10 ± 411.00 N) compared to using a chisel. In conclusion, palm harvesters were at a high risk of developing WMSDs following poor postures, high physical exertion and muscle activity, and excessive spinal loads.

Effect of test anxiety on academic achievement of adolescents in educational practices

The present study aims at examining the relationship between test anxiety and academic achievement, and determining the effect of gender variables, and academic specialization (sciences/Letters) at the level of test anxiety and academic achievement, among adolescents in educational practices. The sample was based on the convenience sampling, 114 pupils from the upper secondary education in Morocco (between the ages of 16 and 17 years, 57.02% of them were sciences students and 42.98% were Letters students). They all passed the Sarason test anxiety scale, which was the research instrument, and analyze data, and the first continuous assessment scores was used as an indicator of the academic performance of the sample. The results of this study confirmed a statistically significant correlation between test anxiety and academic achievement, with statistically significant differences at the level of test anxiety due to the gender variable, with no differences recorded at the level of academic achievement, and the absence of differences at the level of test anxiety and the level of academic achievement due to the academic specialization (sciences/Letters). Given the negative effects of text anxiety on learner’s academic achievement, finding solutions to overcome test anxiety proves to be a pedagogical requirement.

The Correlation between Continuous Assessment Scores and National form four Examination Results in Tanzania: A Case Study of Morogoro Municipality

This research work aimed to find out whether there is correlation between continuous assessment (CA) scores and national form four final examination results in Tanzania 2021/2022 in Morogoro Municipality. The specific objectives were to assess the correlation between CA scores and form four final examination results basing in Biology, Chemistry, Physics, Mathematics and English Language. The study used Ex post facto research design because it groups the qualities that already exist and compared on some dependent variables. This study preferred this design because it has an ability to use the information that has been grouped based on a particular characteristics or trait. The study also used purposive sampling technique to select the two government secondary schools in Morogoro Municipality as well as five subjects which were taken as a sample these are Biology, Physics, Chemistry, Mathematics and English language following the low performance to most of the candidates to the mentioned subjects above. The data were collected by using documentary instrument where the head of schools had given the Mock results of 2021which were caped as CA documents due to the fact that mock is regarded as a reflection of the NECTA results since it is always done after undergoing several number of assessments to the candidates where mock becomes the almost last measure of the candidates to attempt the national form four examination and national form four results 2021/2022 were taken from the NECTA website. The data were analyzed using Pearson’s product moment correlation coefficient (r) and the null hypotheses were tested at 0.05 level of significance. The findings that from five subjects that is Biology, Chemistry, Physics, Mathematics and English language. There were positive correlation between CA scores and NECTA results 2021/2022 because the significance level was .000 then in Biology (r) = .845, Physics r = .773, Chemistry r = .886, Mathematics r = .715 and English language r = .849 respectively. So they rejected null hypothesis and accept alternative hypothesis. This indicated that there was positive correlation between CA scores and national form four final examination results.

Linear and Separate Calibration Methods of Equating Continuous Assessment Scores of Public and Private Elementary Schools

This study determined the mean ability estimates of students in public and private secondary schools when their scores are equated through linear equating, and it examined which of the equating methods is more efficient. This study adopted a descriptive research design. The population for the study comprised 24,874 candidates that registered and sat for the 2016 June/July National Examinations Council (NECO) mathematics examination in Ogun State. A sample of 1139 candidates were selected from both public and private schools using the multi-stage sampling procedure. The research instruments used for the study were secondary data sources. The data was analyzed using Multidimensional Item Response Theory (MIRT), Separate and Linear Equation. The results showed that private school candidates’ ability score (x̅ = -0.001, SD = 0.961), (x̅= -0.001, SD = 0.961) was higher than public school candidates’ ability score (x̅= -0.865, SD = 1.058), (x̅= -0.626, SD = 0.970) when equated using separate calibration and linear equating methods respectively and that the difference observed in the ability estimate of examinees from public school and private school were significant (t 1138 = - 14.431, p 0.05) and (t 1138 = -10.876, p 0.05) when their scores were equated with each of the equating methods. However, the results showed that the linear equating method was more efficient.

Undergraduate Student Performance in a Structural Analysis Course: Continuous Assessment before and after the COVID-19 Outbreak

The COVID-19 pandemic situation in 2020 forced educational institutions worldwide to fully adopt online learning for both teaching and assessment. However, this change may lead to less satisfactory learning outcomes, if the online technologies used have not been adequately applied. This study compares student engagement and performance through online continuous assessment in a one-semester structural analysis course for undergraduate architecture students before and after the pandemic outbreak. Online continuous assessment assignments had already been deployed and validated in the course evaluation system before the outbreak, and they were further leveraged during the online course. These assignments consisted of three weekly Moodle questionnaires throughout each of the fifteen course weeks, which determined the continuous assessment score. More than 200 students participated in each period. The results showed that shifting to online education affected continuous assessment outcomes very little in terms of participation rates and student performance. The possible underlying causes for the slight differences found between the two academic years are also discussed. The results highlight the robustness of the continuous assessment method used and emphasize the importance of having developed and validated online learning procedures to broach learning activities if contingency situations are required.

Bringing underprivileged middle-school students to the opera: cultural mobility or cultural compliance?

This article assesses the impact of a two-year long project-based learning program conducted by the National Opera of Paris in a large number of middle schools located in underprivileged areas, aiming at preventing school dropout and tackling educational inequalities by providing disadvantaged students with the opportunity to discover the world of opera. Taking a counterfactual approach (propensity score matching), we measure the impact of participation in the program on final exam and continuous assessment grades. The analysis displays mixed results: a significant and positive impact for the students who participate in the program for its whole duration (two years), at least for continuous assessment scores, but a negative impact for those who leave the program after only one year. The contrast between the effects of full and partial participation in the program suggests that these may be primarily due to a selection effect in favor of the most culturally and socially compliant students, in line with Bourdieu’s and Passeron’s reproduction theory (1997 [1970]) rather than a mobility effect (DiMaggio, 1982) resulting from the transfer of cultural capital to disadvantaged students.

Estimation of Transformed Continuous Assessment Scores of Rural and Urban Secondary Schools

This study examined the transformed continuous assessment CA scores of Osun State junior
 secondary schools with a view to providing information on the procedure for transforming CA scores
 for better comparability of scores among rural and urban secondary schools. The study adopted the
 ex-post-facto research design. The population for the study comprised all junior secondary school
 class III students who had CA scores during 2010/2011 session in both rural and urban secondary
 schools in Osun State. The sample consisted of 1200 students selected using multistage sampling
 technique. A proforma titled Continuous Assessment Scores Retrieval was used to collect CA scores
 of the selected students in English Language and Mathematics. Data collected were analyzed using
 percentages and Pearson’s Product moment correlation statistics. The results showed that the
 transformed CA scores of rural and urban secondary schools were above the mean score in
 Mathematics (62.70%) and English Language (66.0%). The result also showed that there was a
 significant positive relationship between the transformed CA scores and raw CA scores obtained by
 students in Mathematics and English Language (r=1.00; p

Predictive validity of continuous assessment scores on end of semester examination scores among undergraduate students in Ondo State

Predictive validity of continuous assessment scores on end of semester examination scores among undergraduate students in Ondo State

Mathematics Continuous Assessment Scores as Predictors of Students' Performance in Junior Secondary School Mathematics Examinations in Ekiti State, Nigeria

Mathematics Continuous Assessment Scores as Predictors of Students' Performance in Junior Secondary School Mathematics Examinations in Ekiti State, Nigeria

Performance of Biology Major and Minor Students of University of Education, Winneba in Two Biology Courses Compared

The study investigated the differences in performances of Biology major and minor students and determined the differences in performance of male and female students in levels 100 and 200 in two Biology courses in the University of Education, Winneba. Two hypotheses were tested using one factor analysis of variance and t-test. The design used was results analysis and comparison. The population was level 200 Biology major and minor students who were taught Cytology in level 100 and Introduction to Molecular Biology and Biotechnology in level 200. Two hundred and sixty eight students took Cytology in level 100, whereas 274 took Introduction to Molecular Biology and Biotechnology in level 200. Performances in the two biology courses were analysed and compared after the continuous assessment and examination scores were put together. In Cytology, Biology students performed best (64.94±1.2), followed by Chemistry (62.26±1.30 and Integrated Science (60.99±1) students. There were significant differences between the means of the students of the three programmes (F = 3.31; df = 2/267; P = 0.04 and α =0.05). Chemistry students performed best in Introduction to Molecular Biology and Biotechnology followed by Biology students and then Integrated Science students. However, there were no significant differences between the means for Introduction to Molecular Biology and Biotechnology (F = 2.16; df = 2/273; p = 0.12 and α =0.05). Furthermore, male and female students performed equally in the two courses. The recommendation is that the University should expand its Biology laboratories and procure more science equipment for its Biology students. Keywords: Cytology, Biology, Integrated Science, Chemistry, easy course, Biotechnology DOI: 10.7176/JEP/13-1-04 Publication date: January 31 st 2022

The Perceived Correlations between Continuous Assessment and Examination Scores among History Students in the University of Abuja, Nigeria

The National Policy on Education identified the need to bring changes into the methods of assessing student’s performance in the university system in Nigeria. The introduction of the `practice of continuous assessment combined with examination as a criterion for assessing such performance was received by many lecturers as a good development. (Iketuonye 1994) Many believe that such practice gives opportunity for lecturers to assess their student’s performance in all areas of the domains. However, the question often asked is whether high performance in continuous assessment necessarily means high performance in examinations, and whether or not there are positive correlations between students’ performance in continuous assessment and examinations. This study tries to answer these questions. According, a total of twenty-seven (27) under graduate degree courses in history were sampled for the study. The study made use of the Pearson’s product moment correlation coefficient to determine if there is a correlation between performance of students in continuous assessment and examination. The study revealed a significant correlation between continuous assessment and students’ examinations in most of the cases analysed, with P ≤ 0.05. As can be seen during the first academic session, 71.4% of the courses analysed revealed a significant correlation, with P ≥ 0.05 in the remaining 29% of courses. In the case pf the second session, the results significantly differ with what was found during the first session, with 71% of courses found not to be significantly correlated (P ≥ 0.05). Similar result was obtained in the thirteen (13) courses analysed in the third session with 61.5% of the courses not significantly related. Accordingly, 15 of the 27 courses correlated were not significant, with P ≥ 0.05, while the remaining 12 were significant at the 5% level with P ≤ 0.05. The results further revealed that mean (%) of continuous assessment is higher than that of exam in all the given courses analyzed. However, a negative correlation was obtained in respect of His 204 (Africa in the 19 th and 20 th Century). Also, a generally below 50% mean percent was observed in students’ examinations except in His 204. The likely area of concern with this study which kept recurring in the analysis is the below average percentage observed constantly. This calls for extra efforts on the parts of students and their lecturers. While students used to work harder in examination questions should be regularly subjected to reliability tests before they are put to use. It should be noted also that some experts (Iketounye 1994) believe that if continuous assessment and examination scores correlates positively, then there is no need to combine the scores while assessing students’ performance. This opinion prejudiced the advantage continuous assessment has in assessing all areas of students’ domain.

Continuous Assessment as Predictor of Basic Education Certificate Examination Mathematics Performance in Public Secondary Schools in Obio-Akpor Local Government Area of Rivers State, Nigeria

Continuous assessment is an important component in the assessment of students' overall performance in both internal and external examinations. Continuous assessment takes into consideration students' performance in the cognitive, affective and psychomotor domains of behavior from the time of entry and exit from the school. The extent to which continuous assessment would predict the Basic Education Certificate Examination (BECE) performance has always attracted the attention of researchers, teachers, and education stakeholders. This study, therefore, investigated whether continuous assessment scores would predict BECE mathematics performance in public secondary schools in Abio-Akpor Local Government Area of Rivers State. The study adopted the correlational and ex-post facto research designs. The population of the study comprised all public secondary school students who sat for the 2015 Basic Education Certificate Examination in mathematics. The sample of the study consisted of 682 students (425 males and 257 females). Purposive sampling technique was used to select the sample made up of only students who sat for 2015 BECE mathematics in public secondary schools in Obio-Akpor Local Government Area of Rivers State. Three hypotheses were tested at 0.05 level of significance. Data were collected from the Local Government Area Basic Education Board. The results of the study revealed that continuous assessment is a predictor of mathematics Basic Education Certificate Examination. The study recommended that the implementation of continuous assessment practice should be strictly monitored by the Basic Education Board in Obio-Akpor Local Government Area of River State.

Continuous Assessment of Undergraduates as Predictor of Their Academic Performance in Educational Administration and Planning Course

The study was designed to investigate how Continuous Assessment (henceforth, CA) marks in Educational Administration and Planning course for undergraduate students will significantly predict their final examination marks. The study adopted ex post facto research design with a total of 221 undergraduates, who registered for a course in the second semester, at the Faculty of Education, Osun State University, Nigeria. The undergraduates' scores in continuous assessment and examination scores at the end of the semester formed the data for the study. The data collected were analysed using descriptive and inferential statistics. The results revealed that Biology students had the highest mean value when compared with the mean of undergraduates from other specialised areas. The regression analysis result (F1, 219=40.414, p<0.05) reveals that the CA significantly predicts undergraduate students' performance in semester examination and made the best contribution to students' performance in Educational Administration and Planning. From the findings, it was concluded that continuous assessment scores are a good predictor of undergraduate students' performance in semester examination. It was recommended that there should be thorough supervision of the CA, all process must be monitored in Nigerian Universities for quality assurance.

Working Memory, Processing Speed, Visuospatial and Class Notes Proof of the Administration of Intelligence Test on Moroccan Students

The purpose of our study is to know and specify the intelligence closest to school success among the three indexes of the Wechsler Intelligence Scale for Children and Adolescents 5th Edition WISC-V. It's a cognitive test administered for children between 6 years to 16 years 8 months. The Working Memory Index (WMI), the Processing Speed Index (PSI) and the Visuospatial Index (VSI) are the three indexes used for this study. The participants in this study are 87 students (39 girls and 48 boys) between the ages of 12 and 13. The all subtests of WISC-V are administering to urban and rural children. The results for the samples who are public school students show a very high average of the working memory index compared to the other two indexes. Also, the correlation of the Working Memory Index with the Continuous Assessment scores showed higher values compared to the other correlations.

Correlation between continuous assessment and students’ performance in Islamic studies

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.

INFLUENCE OF PARENTING STYLES ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NIGER STATE

The study examined the effects of parenting styles on the academic performance of secondary school students in Niger state, using the Ex – Post Facto design. Two hypotheses were formulated. Sample for the study were 600 SS 2 students randomly selected from 30 secondary schools within the state, using a researcher developed Parenting Style Questionnaire (PSQ) and Standardised Students Continuous Assessment Scores (SCAS) in English and Mathematics. Data was analysed using a One – Way Analysis of Variance (ANOVA). Results showed that neither parenting styles nor parenting styles of supervision of children`s schoolwork have significant effect on students’ academic performance. These findings are an indication of the apparent less commitment of parents in their parenting roles. It was recommended that guidance and counselling seminars should be organised for parents on effective parenting skills