TEACHERS' ATTITUDE TOWARDS CONTINUOUS ASSESSMENT PRACTICES IN BENIN METROPOLIS, EDO STATE, NIGERIA

Abstract

This study investigated the attitude of secondary school teachers towards continuous assessment (CA) and the practices in the Benin metropolis, Eda State. CA is acclaimed by education professionals as a tool for students learning, given direction to teachers' instruction and diagnosing learning difficulties. The proper implementation is an important requirement for educational advancement; the teacher is saddled with the responsibility, being the implementer. As implementers of CA their attitude towards it as well as the forms of CA used is the focus of this study. The population of the study comprised 63 6 teachers in public secondary schools in the Benin metropolis, a sample of 100 was selected for the study using the simple random sampling technique. The instrument for data collection was a questionnaire having a CronbachAlpha reliability coefficient of. 072. Two research questions were raised and three hypotheses were formulated. Data were analyzed using Mean and Standard Deviation for the research questions while the t-test statistics for hypotheses testing. Results obtained revealed that the teachers use oral discussion as the main form of assessment techniques for CA and also their attitude was positive. Other findings are: there was no significant difference in teachers' attitude towards CA by educational qualification among others. It was recommended among others that teachers maintain their positive attitude towards CA and also Regular training and retraining on the importance and forms l?/' continuous assessment for the younger teachers to help change their attitude and comply with CA practices.