Scores From Overloaded Continuous Assessment Timetable: A Predictor Of Senior School Students Performance In Economics In Ilorin South

  • Bello Bolanle Muhinat University of Ilorin
Keywords: Continuous Assessment, Performance, proforma, evaluation

Abstract

This research work was carried out to investigate and ascertain how scores from overloaded continuous assessment (C.A) timetable predict senior school students’ academic performance in economics in Ilorin south local government. The study adopted an ex-post-facto design, and sample senior school (SS-II) students as the target population from nine randomly selected senior schools in Ilorin south local government. A hundred and eighty-two senior school students’ 2019 C.A and examination were sampled with the use of proforma. The data collected was analyzed using the mean score and Pearson’s Product Moment Correlation. The findings revealed that the students’ performance in economics C.A was low as a result of the overloaded in the C.A timetable.  The result indicated that there was a significant relationship between senior school students’ C.A score and their economics examination at 0.05 level of significance. Based on these findings, it is recommended that school administrators should ensure that C.A timetable is properly designed and structured in a way that will enhance the performance of students in economics C.A in Ilorin south local government

Downloads

Download data is not yet available.

Author Biography

Bello Bolanle Muhinat, University of Ilorin

References

Blagrove, M., Alexander, C. & Horne, J. A. (1995). The effects of chronic sleep reduction on the performance of cognitive tasks sensitive to sleep deprivation. Applied Cognitive Psychology 9 (1) 21–40.
Boksem, M. A., Meijman, T.F. & Lorist, M. M. (2005). Effects of mental fatigue on attention: An erp study Cognitive Brain Research 25(1), 107 – 116.
Bratti, M., &S Taffolani, S. (2002). Student time allocation and educational production functions, Quaderns di Ricerca n. 170.
Chappelow, J. (2019). Economics: Overview, types, and economic indicators. Retrieved from./www.investopedia.com/terms/e/economics.asp
Di Pietro, G. (2013). Exam scheduling and student performance. Bulletin of Economic Research 65(1), 65–81
Dills, A. and R. Hernndez-Julin (2008). Course scheduling and academic performance. Economics of Education Review 27(6), 646– 654.
Edwards, F. (2012). Early to rise? the effect of daily start times on academic performance. Economics of Education Review 31(6), 970 – 983
Grave, B. S. (2010).The effect of student time allocation on academic achievement. Germany: Ruhr-Universität Bochum (RUB), Department of Economics Universitätsstr.150, 44801 Bochum.
Gemechu, A. (2014). Assessing factors affecting the implementation of continuous assessment in rift valley University College with special attention to technical and vocational educational training (TVET) Programs at Adama Main campus, East Africa. Middle Eastern & African Journal of educational research, 7, 74-91
Hernandez, R. (2012). Does continuous assessment in higher education support student learning? Journal of high education, 64, 489-502.
Hockey, G. R. J., & F. Earle (2006). Control over the scheduling of simulated office work reduces the impact of workload on mental fatigue and task performance. Journal of experimental psychology: applied 12(1), 50.
Lassibille, G., Navarro-Gomez, L. & Paul, J. J. (1995). Time Allocation During Higher Education: A Study of Brazilian, French and Spanish Students. International Advances in Economic Research, 1(1), 57–67.
Lorist, M. M., Klein, M., Nieuwenhuis, S., De Jong, R., Mulder, G. & Meijman, T. F. (2000).Mental fatigue and task control: planning and preparation. Psychophysiology 37(5),614–625.
Mewcha, A. & Berihu, A. (2015). Assessing Quality of education: in perspective with continuous assessment and learners’ performance in Adwa College, Ethiopia. Journal of developing country studies. 5(9), 1-9
National Open University of Nigeria (2006). Fundamentals of Economics methods, Abuja: National Open University of Nigeria.
Obemeata, J.O. (1980). Pupil’s perspective of the purpose of economics education in Nigeria Secondary grammar schools. West African Journal of education. 21 (2,)113-121.
Obemeata, J.O. (1991). Effective Teaching of Economics in senior secondary school. West African Journal of Education. 1(1).9-13
OECD. November 2005.Formative Assessment: Improving Learning in Secondary Classrooms, Policy Brief.
Pope, D. G. & Fillmore, I. (2015). The impact of time between cognitive tasks on performance: Evidence from advanced placement exams. Economics of Education Review 48,30 – 40.
Schmidt, R. M.(1983). Who maximizes what? A study in student time allocation, The American Economics Review, 73(2), 23–28
Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology 24 (6), 837–848.
US San Diego College Health Association (2008). How to Prevent Sleep Deprivation During Finals Week
Wolfson, A. R. & Carskadon, M.A. (2003, January). Understanding adolescent’s sleep patterns and school performance: a critical appraisal. Sleep Medicine Reviews 7 (6),491–506.
Published
2021-04-29
How to Cite
Muhinat, B. B. (2021). Scores From Overloaded Continuous Assessment Timetable: A Predictor Of Senior School Students Performance In Economics In Ilorin South. Anterior Jurnal, 20(2), 127-133. https://doi.org/10.33084/anterior.v20i2.1724