ABSTRACT
This purpose of this study is to appraise the continuous assessment modes in public and private junior secondary schools in Benin metropolis. Specifically, the study is design to investigate the extent of implementation of continuous assessment modes and ascertain if difference exist in the continuous assessment modes between public and private junior secondary schools in Benin metropolis. To achieve this, six research questions were raised and three were hypothesized and tested at 0.05 alpha level of significance.
The design used for this study was the survey research design using the documentary approach. The population of this study consist of four hundred and thirty-five (435) public and private junior secondary schools and two thousand, three hundred and fifty-seven (2,357) teachers in public and private junior secondary schools in Benin metropolis of Edo State. A sample size of four hundred and twenty teachers were selected using simple random sampling technique through balloting. The research instrument use was the check-list. The instrument was validated by experts in the Department of Educational Evaluation and Counselling Psychology. In analyzing the data, simple percentage was used for research question 1, 2 and 3, chi-square test for independence was used for hypothesis 1,2 and 3.
The findings of this study revealed that there was no significant relationship between techniques practice between the private and public junior secondary schools, however, there was a significant difference in the marks awards to continuous assessment in both public and private junior secondary schools. Furthermore, the findings revealed that the method of implementation of continuous assessment is significantly different in both public and private junior secondary schools in Benin metropolis. This study recommended that the state government through the Ministry of Education should put measures in place to ensure that continuous assessment scores are method of implementation carried out in schools by teachers is in line with the recommended standard. The study also recommended that seminars and workshop should be organized occasionally for teachers to educate teachers on continuous assessment and how it can be implemented effectively.
