Predictive validity of continuous assessment scores on students performance in mathematics in some selected states in the South-West Nigeria

 

Kolawole E. B* and Ala E. A. O

 

Review Article | Published December 2013

Journal of Educational Research and Reviews, Vol. 1(4), pp. 42-48

 

 

Faculty of Education, Institute of Education, Ekiti State University, Ado-Ekiti, Ekiti State, Nigeria.

 

*Corresponding author. Email: ebkolawole@yahoo.com

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This paper examined the predictive validity to determine the relationship and effects of Continuous Assessment Scores (CA) on the performance of students who sat for the Senior School Certificate Examination conducted by National Examinations Council (NECO) using June/July 2010 Senior School Certificate Examination (SSCE) as case study. Scores which were obtained from NECO had been transformed and trial-tested for psychometric properties. Six research questions were generated giving rise to six hypotheses which were tested at α = 0.05 level of significance. The data used was analyzed using descriptive statistics of means, standard deviation and inferential statistics of regression analysis. We found that there was a positive but significant influence of Actual Aggregate Continuous Assessment (AACA) and Examination Scores on the Final Score. Also, there was a positive and significant influence of Moderated Aggregate Continuous Assessment Scores (MACA) and Examination Scores on Final Scores. We also found that AACA and Examinations Scores combined had the ability to predict the Final Grade as well as the combination of both MACA and Examination Scores. AACA and Examination score had positive and significant effect on Final Scores as well as MACA and Examination Scores. We however found that AACA and Examination Score had negative effect on Final Grade as well as MACA and Examination Scores combined. These findings showed that though CA Scores yielded positive influences on the Final Scores/Final Grade, the Moderated version yielded negative influence and effect, thus lowering the Grade. By implication, the Moderated CA Scores (MACA) and Final Scores were negatively correlated while the CA and Final Scores/Grade were positively correlated. This indicates some problems. In other words, the two variables CA and MACA (both) should either be positively or negatively correlated with final Scores/Grade. Based on the above findings, we cannot use Continuous Assessment (CA) Scores alone to predict students’ performance in mathematics and also that principals should be encouraged to submit the actual CA worth of the students. The stakeholders in our schools should be cautioned and if there is any adjustment to CA it should be done statistically as being done by NECO.