EFFECT OF CONTINUES ASSESSMENT IN TEACHING AND LEARNING OF HISTORY IN SECONDARY SCHOOL. A STUDY OF SELECTED SECONDARY SCHOOLS IN JOS NORTH, PLATEAU STATE

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CHAPTER ONE

INTRODUCTION

• Background to the Study

Continuous assessment is a critical component in the teaching and learning of history in secondary schools. It provides a comprehensive understanding of a student’s progress, allowing educators to tailor their teaching methods to individual needs (Black & Wiliam, 1998). Continuous assessment also encourages students to engage more deeply with the material, fostering a more profound understanding of historical events and their implications (Harlen & James, 1997).

The impact of continuous assessment on student motivation is another area of interest. According to a study by Stiggins and Chappuis (2005), continuous assessment can enhance students’ motivation to learn by providing them with regular feedback on their progress. This feedback allows students to identify their strengths and weaknesses, fostering a growth mindset that encourages them to strive for improvement.

However, the effectiveness of continuous assessment in teaching and learning history in secondary schools is not without controversy. Some critics argue that continuous assessment can lead to an overemphasis on grades, detracting from the intrinsic value of learning (Kohn, 1999). Others suggest that it may place undue pressure on students, potentially leading to stress and anxiety (Pulfrey, Buchs, & Butera, 2011).

Despite these criticisms, many educators and researchers maintain that the benefits of continuous assessment outweigh the potential drawbacks. For instance, a study by Brookhart (2007) found that continuous assessment can improve student engagement and achievement in history classes. The study also suggested that continuous assessment can help students develop critical thinking skills, which are essential for understanding and interpreting historical events.

Continuous assessment plays a vital role in the teaching and learning of history in secondary schools. While it may have potential drawbacks, the majority of research suggests that its benefits, such as improved student engagement and achievement, outweigh these concerns. However, further research is needed to fully understand the impact of continuous assessment on student learning and to develop best practices for its implementation.

• Statement of the Problem

The problem of the effect of continuous assessment in teaching and learning of history in secondary school is a multifaceted issue that has been the subject of numerous studies. Continuous assessment is a method of evaluation that involves regular, systematic assessment of a student’s learning progress throughout the academic year, rather than relying solely on end-of-term examinations (Black & Wiliam, 1998).

The first issue is the inconsistent implementation of continuous assessment in secondary schools. Some schools may not have the resources or the trained personnel to effectively implement continuous assessment, leading to a lack of uniformity in the way students are evaluated (Harlen & James, 1997). This inconsistency can lead to disparities in student performance and achievement, as well as confusion and frustration among students and parents.

Secondly, there is the issue of the effectiveness of continuous assessment in improving student learning outcomes. While some studies have found that continuous assessment can lead to improved student performance and deeper understanding of the subject matter (Black & Wiliam, 1998), others have found no significant difference between continuous assessment and traditional examination-based assessment methods (Kellaghan, Madaus, & Airasian, 1982).

Thirdly, there is the issue of the impact of continuous assessment on student motivation and engagement. Some researchers argue that continuous assessment can increase student motivation and engagement by providing regular feedback and opportunities for self-reflection (Nicol & Macfarlane-Dick, 2006). However, others suggest that continuous assessment can lead to increased stress and anxiety among students, particularly if they feel that they are constantly being evaluated (Harlen & Crick, 2003).

Fourthly, there is the issue of the role of continuous assessment in the teaching and learning of history specifically. History is a subject that requires a deep understanding of complex events, ideas, and perspectives, and some educators argue that continuous assessment is particularly well-suited to this type of learning (Wineburg, 2001). However, there is a lack of empirical research on this specific issue, making it difficult to draw definitive conclusions.

Finally, there is the issue of the potential for bias in continuous assessment. Because continuous assessment often involves subjective judgments by teachers, there is a risk that it could be influenced by teacher bias, potentially leading to unfair outcomes for students (Harlen & James, 1997).

• Aim and Objectives of the Study

The aim of the study is to examine effect of continues assessment in teaching and learning of History in secondary school. The specific objectives of the study are:

1. To examine the role of continuous assessment in enhancing the understanding of history among secondary school students.
2. To investigate the impact of continuous assessment on the motivation and engagement of students in history classes.
3. To evaluate the effectiveness of continuous assessment in improving the retention of historical knowledge among secondary school students.
4. To explore the relationship between continuous assessment and the development of critical thinking skills in history students.

• Research Questions

The research questions are buttressed below:

1. How does continuous assessment enhance the understanding of history among secondary school students?
2. What is the impact of continuous assessment on the motivation and engagement of students in history classes?
3. How effective is continuous assessment in improving the retention of historical knowledge among secondary school students?
4. Is there a relationship between continuous assessment and the development of critical thinking skills in history students?

1.5. Research Hypothesis

The hypothetical statement is buttressed below:

Ho: Continuous assessment will not enhance the understanding of history among secondary school students

H₁: Continuous assessment will enhance the understanding of history among secondary school students.

• Significance of the Study

The significance of the study on the effect of continuous assessment in teaching and learning of History in secondary school is multi-faceted. Firstly, continuous assessment provides a comprehensive understanding of a student’s progress. It allows teachers to monitor the learning process in real-time, enabling them to identify areas of strength and weakness in each student. This is particularly important in History, a subject that requires a deep understanding of events, their causes, and their effects. By continuously assessing students, teachers can ensure that students are not merely memorizing dates and events, but are truly understanding the context and significance of historical happenings.

Secondly, continuous assessment in History teaching encourages active learning. Unlike traditional assessment methods that often promote rote learning, continuous assessment requires students to engage with the material consistently. This could involve discussions, presentations, or essays that require a deep understanding of the subject matter. This active engagement with the material can lead to a more profound understanding of History, fostering a genuine interest in the subject among students.

Thirdly, continuous assessment can help in developing critical thinking skills. History is not just about knowing what happened; it’s about understanding why it happened and what its implications were. Continuous assessment, through its various forms like essays, projects, and presentations, encourages students to analyze events, draw connections, and form their own opinions. This can significantly enhance their critical thinking skills, which are not only essential for studying History but are also valuable life skills.

Fourthly, continuous assessment can provide a more accurate representation of a student’s abilities. Traditional exams often test a student’s ability to perform under pressure and their memory recall. In contrast, continuous assessment can evaluate a broader range of skills, including research, analysis, and presentation skills. This can provide a more holistic view of a student’s abilities, which is particularly important in a subject like History that requires a wide range of skills.

Fifthly, continuous assessment can help to reduce the stress and anxiety often associated with traditional exams. By spreading the assessment over the course of the academic year, students can focus on truly understanding the material rather than cramming for an exam. This can lead to a healthier learning environment and can improve students’ mental health.

Lastly, the significance of this study lies in its potential to influence educational policies and practices. If the study finds that continuous assessment positively impacts the teaching and learning of History in secondary schools, it could encourage more schools to adopt this assessment method. This could lead to a shift in how History is taught and assessed, potentially improving the quality of History education for future generations.

1.7. Scope of the Study

The study examines effect of continues assessment in teaching and learning of History in secondary school. The study is restricted to Selected Secondary Schools Jos North, Plateau State.

1.8. Operational Definition of terms

1. Effect: This refers to the result or outcome of a particular action or event. In the context of your study, it would refer to the impact or changes that continuous assessment brings about in the teaching and learning of History in secondary schools.
2. Continuous Assessment: This is an educational policy in which students are examined systematically throughout the course, rather than a single examination at the end. It can involve a variety of formats, including tests, quizzes, essays, oral presentations, and group projects. The goal is to monitor student progress and understanding over time, providing regular feedback and opportunities for improvement.
3. Teaching: This is the process of imparting knowledge, skills, and attitudes from one person (the teacher) to another (the student). In the context of secondary schools, teaching involves planning lessons, delivering instruction, assessing student understanding, and adapting methods to meet student needs.
4. Learning: This is the process by which individuals acquire new knowledge, skills, attitudes, or values. It involves processing and understanding information, and it can occur through various methods, including reading, listening, observing, practicing, and reflecting.
5. History: This is the study of past events, particularly how they relate to humans. It involves understanding the chronological sequence of events, the reasons why events occurred, and the broader impacts of these events on society and the world. In secondary schools, History often involves studying different periods, cultures, and events, and developing skills in research, analysis, and critical thinking.
6. Secondary School: This is an educational institution where students typically study between the ages of 11-18 (though the exact ages can vary by country). Secondary schools usually provide education following primary school and may be followed by higher education or vocational training. They cover a broad range of subjects, including History, and aim to prepare students for future education and careers.

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EFFECT OF CONTINUES ASSESSMENT IN TEACHING AND LEARNING OF HISTORY IN SECONDARY SCHOOL. A STUDY OF SELECTED SECONDARY SCHOOLS IN JOS NORTH, PLATEAU STATE