THE IMPACT OF CONTINUOUS ASSESSMENT ON STUDENTS ACADEMIC ACHIEVEMENT IN PHYSICS: IN SELAMBER SECONDARY AND PREPARATORY SCHOOLIN KUCHA WOREDA: GAMO GOFA ZONE: SNNPR: ETHIOPIA

Abstract

The Purpose of this study was to assess the impact of Continuous Assessment on academic achievement of students in physics in Selamber Secondary and Preparatory School particularly in grade 10, Kucha Wereda, Gamo Gofa Zone, SNNPR, Ethiopia. To achieve this objective, descriptive survey and correlational analysis design was employed. To investigate this problem the guiding research questions were employed based on the objective of the study such as examining the impact of continuous assessment, identifying the main factors that affects the implementation of continuous assessment and to explore how continuous assessment strategies are useful to implementing the practice. To do this investigation samples were nominated by using purposive and simple random sampling methods. From seven secondary schools in Kucha Wereda, Selamber Secondary and Preparatory School was selected purposively and 90 key informant interviewees out of 900 total populations were selected by simple random sampling method. To keep the proportional allocation of students from each section, systematic sampling technique was used. In this study, both primary and secondary data were used. Data which were collected from both primary and secondary sources were analyzed, summarized and presented by means of quantitative and qualitative method of data analysis by using simple descriptive statistics (frequency, percentage, mean, standard deviation and chi-square) of SPSS and narrative discussion. To make the findings easily understandable for the readers‟ tables, figures and charts were necessarily used. The finding of the study revealed that majority teachers did not include variety of continuous assessment techniques in their plan and in the classroom activities. Thus, the implementation practice of continuous assessment was insufficient. The study indicated that limited inputs and facilities for teachers and students, lack of interest for students towards the subject, teachers‟ inadequate knowledge of the way and techniques of continuous assessment practice, lack of interest and commitment on teachers and students concerning continuous assessment, poor administrative support, large class size challenge to implement continuous assessments, absence of continuous assessment guideline were the major factors that hindered the implementation of continuous assessment in the school. In general, there was awareness and administration gap among teachers how to use variety of continuous assessment tools in their class room activities. They only concentrated on few tools such as oral questions, class work, homework and tests. Therefore, all the stakeholders have to collaboratively involve in enhancing continuous assessment practices in the school.