An Evaluation of the Implementation of Continuous Assessment Policy by Upper Basic Social Studies Teachers in Oyo State, Nigeria

Abstract

Continuous Assessment (CA) is a method of finding out what the students have gained from learning activities in terms of cognitive, affective and psychomotor domains. This study evaluated the implementation of continuous assessment policy by Upper Basic Social Studies teachers of Oyo State. The study was a descriptive type using survey method. Stratified random sampling technique was used for the selection of 600 Social Studies teachers from 33 Local Government Areas of Oyo State from the three senatorial districts into which the Local Government Areas could be classified. Proportional sampling procedure was used by the researcher to select the sampled 330 Social Studies teachers from the selected public schools and 270 Social Studies teachers from the selected private schools. The data collected were analysed using mean score and standard deviation to answer research questions. Result indicated that the implementation of C.A in the Upper Basic School in Oyo State was not comprehensive. The finding also revealed the clarity of C.A policy to Social Studies Teachers. It was also evident that the attainability of C.A implementation was too demanding for the teachers. Based on this findings, the following recommendations were made among others: the state teaching service commission should update Social Studies teachers and other teachers' knowledge on administration and scoring of test items for C.A on the three domains of learning; the government should make provision for ICT facilities to update and keep proper record in the Upper Basic Schools in Oyo state.