Science Teachers’ and Continuous Assessment Implementation in Secondary Schools: Competence and Effects

Abstract

The paper investigated the causes of the science teachers' indifference to the implementation of Continuous Assessment in Secondary Schools in Rivers State. The population of the study was the whole science teachers teaching in the Secondary Schools. From the population a sample of 200 science teachers were selected through a stratified random sampling technique. Three research question and two null hypotheses were formulated to guide the study. The instruments-the Teacher Continuous Assessment Attitude Rating Scale (TCAARS) was used to generate data. The instrument was validated and its reliability was tested using Kudar Richardson 20 formula r = 0.76. The data collected were analyzed; using simple percentage to answer the research questions while Analysis of Variance (ANOVA) was used to test the null hypotheses. From results analyzed, it was found that: (1) Many science teachers are not professionally qualified and as such lack the skills to construct and administer CA test in Secondary School (2) Large student population or classes (3) Lack of motivation (4) Lack of facilities for record keeping (5) Attitude and influence of parents and school administrators are some of the causes for the teacher indifference in CA implementation. Based on these some recommendations were proffered.