RELATIONSHIP BETWEEN CONTINUOUS ASSESSMENT SCORES AND ISLAMIC STUDIES STUDENTS’PERFORMANCE IN NECO AND WASSCE EXAMINATIONS IN ILORIN, NIGERIA
This study investigated the relationship between continuous assessment scores and Islamic Studies students’ performance in WASSCE and NECO Examinations in Ilorin, Nigeria. The population for the study was all the 624 public and private secondary schools in Kwara state while the target population was the senior secondary schools that registered students for 2011 to 2013 final year Islamic Studies WAEC and NECO examinations in Ilorin Metropolis, Kwara State, Nigeria. The target population for the study was the schools that registered students for 2011 to 2013 final year Islamic Studies WAEC and NECO examinations in Ilorin Kwara State, The instruments used are 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. 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. For the fact that continuous assessment scores could predict students’ performance in Islamic Studies in SSCE conducted by both NECO and WAEC, students need to be encouraged to be serious with their studies and not to attempt their tests and assignments (that are used invariably as continuous assessment) with carelessness as their continuous assessment scores could not only predict their final grades at SSCE conducted by both NECO and WAEC but also enhance their academic achievements. Educational administrators and policy makers should come up with rules guiding the proper and regular conduct of continuous assessments in senior secondary schools. Likewise, the importance of consistency in keeping records of continuous assessment should be emphasized.
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