Abstract

This research is on continuous assessment (CA) and academic performance in biology and physics students in secondary schools in Kastina educational zone. There is no empirical data to support the validity and reliability of the CAs being administrated in schools. Ninety four were purposely sampled within thirteen senior secondary schools from the selected study area. Past CA questions for the term were collected from both Biology and Physics teachers. The researchers used, a 4-points Likert scale instrument for factor analysis and validation of the CA. The reliability of the instrument used for CA validation was established through Cronbach Alpha. A reliability of 0.863 shows the reliability of the instrument. The interviews were conducted on biology and physics teachers using structured questions. The data was analyzed on the significant difference of the validity between CA questions composed by male and that of female teachers. And also determine significant difference in validation between Biology and Physics CA questions (p > 0.05). The findings of the study revealed high mean scores ≥2.5 on the use of cognitive and psychomotor domains as well as evidence of practical activity in Biology CAs. While in Physics CAs mean score ≥2.5 on used of cognitive and affective domains respectively. Where affective domain was not observed in Biology CAs, psychomotor domain was completely absence in the Physics’ CAs. Low frequencies of CA administrated per term were observed in all the subjects. Similarly, the sets of CA questions for the two subjects per term were not comprehensive enough to capture wide range of assessment instruments. Some of the challenges associated with CA administration are large class size represented by 20% and 11% in Biology and Physics respectively. This is followed by students’ negative attitude towards CAs with 12% in Physics and 3% in Biology. There is significant difference in terms of validity between CA questions composed by male and that of female teachers. However, there is no significant difference in validation between that of Biology and Physics CA questions (p > 0.05). Recommendations proffered include Government should make provision of additional classes and staff to address the issues of very large class size and reduce the size of teacher: student ratio. And also embark on electronic CA in form of software across all schools with aim of addressing problems; lack of standardization, marking stress and loss of records.

Keywords:

Continuous assessment, cognitive, affective, psychomotor domains and validation

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