TRANSFORMATION OF CONTINUOUS ASSESSMENT SCORES AMONG SCHOOLS IN NIGERIA

Abstract

This study investigated Transformation of continuous assessment scores in English Language and Mathematics in Secondary Schools in Nigeria. The study employed survey and cross-sectional design. The sample consisted of 2,520 JSS III students selected from 36 secondary schools in 18 Local Government Areas based on multistage sampling technique. Data were collected directly from the Ministries of Education, continuous assessment Units. The data collected were subjected to inferential analysis using ANOVA. The results showed that there was a significant difference between transformed Continuous Assessment scores in English Language and Mathematics among the selected schools. Based on the findings, it was recommended that secondary school teachers should be sensitized on the need for faithful award of continuous assessment score and teacher should be trained on the procedure to transform continuous assessment scores.